33 20 5655 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/ba11638c96bc8bcbac4aed38c2b62e3f.pdf ab44b8da0b21a050b0fab499fd89cfb1 PDF Text Text �ST. JOHN'S COLLEGE 1989 ANNAPOLIS, MARYLAND �A yearbook aids memory as we pass from youth to maturity, and increasing distance dims inner vision. Like antiques, yearbooks appreciate in value through the years. Perhaps ten or fifteen years from now, when your own child asks "What was it like, Dad? How did it feel, Mom?" We hope you will be able to give him a sense of living at St. John's with the help of this yearbook, and your own reminiscences. But be honest. It was wonderful and terrible; clear and perplexing; and perhaps worth recurring to and trying to untangle for years to come. 2 3 �RETROSPECT 4 5 �Junior /Senior Cocktail Party Croquet 1988 I 6 ) 7 �J 1983 1984 1985 1986 1987 1988 8 ST. ST. JOHN'S US. NAVAL ACADEMY ST. JOHN'S U.S. NAVAL ACADEMY ST. JOHN'S 9 �Reality 1988 10 11 �= ••• •• il 13 �Graduation 1988 14 15 �·~ ~ c. • 16 ( .. ( SENIORS 17 �T. Ostdiek Susie Grover Bynum Jo~ -0- Ra..mo.. (YJ~IIer 18 Nell SweeneY 19 �l (_ \ c Juliet Burch Jeanne C. Duvoisin 20 21 �f. lisf4be:fh Artn" ~~naYd "Just the place to bury a crock of gold," said Sebastian. "I should like to bury something precious in every place where I've been happy and then, when I was old and ugly and miserable, I could come back and dig it up and remember." "rk, /,..,1 ~~J fhw ,.,vJJ}e) dfltf)tv~ pli ,[o'"phi t.I~J 1 ' - 1-!wrij/1, H6J'jjtr 1 ' .5 h'F t~ ,~j;.{~-tj wt'/11 ~~I.?V'" jltt~1> Bone6 /'' - j,~ /' lr'" ~ ~G Jill Rogers Joseph Boucher MOUNTAINOUS INTERLUDE John Silver 22 Linda L. Hamm Elizabeth De Mare Sara Wetherson ~• 23 �I I.,.-.-- I e:.Nr-J E.S'S6E. 'I fV\oL>\..TON fA 1 ~{~ 1 > 8!'ov v f..~4'r O''l'r t U f..;: d£ pcx k -r ov. X-1 A. > ~ e"'V~ T oy b> ~Y -cJ.... E.. .A.Pif')cJ...o.r Charles Randles 12 o'clock Non omnes qui habeant citharam sunt citharoedi. Man, if he wishes to be actual, must be-thereand-then, and to this end he must set a limit to himself. People who are too fastidious to=::8J,.,-....:..~!Z!~?7~ wards the finite never reach actuality, but linger lost in abstraction, and their light dies away. - Hegel's Logic i Kurt Ruzsits-Redfield Sean and Gabi 24 "The trick, m y dear fellow, is not minding it hurts." T. E. Lawrerr;t T1-1£ B t, /..IGkT' 51-)IIJf.<> 11-1 11'11: ().AQK~lt:S~, T4t .DJ!RJ< IJE$~ I-IA5 ~-JOT ovr::tco~v~. lT. Jo~~< I~ TIDGE 25 �Daniel C. Auckerman Some people just draw blanks. Martin Gelfand • Anna : ·' 0 ·~ ·~ Web Walter Plourde Stephanie Stephens Lee J. Mendelson '"I don't give 'em Hell, I give 'em truth - they just think Harry 5. Truman it's Hell." Brad Stuart 26 27 �Nathaniel Herz Brad Fischer 28 Ted Merz Alison Packwood Elizabeth Powers Cherie Craig Anne Pantalone 29 �Melissa Sawicki We like Anthony even though he doesn't chew tobacco, have money, or drive correctly; isn't joining the Corps (The United States Marine Corps!); isn't a football / basketball player any more; and even though he11 say "Hey girly-girly" to any chick with a smile; although he's such a f- nice guy he makes us sick-We like him cus he's a jungle STUD. ]. S. K. In four years here I have met many wonderful people. It has been my great pleasure to have worked with them through various projects and events. I leave here a very rich man in terms of friends and fond memories. I have seen the best in people as we fought our way through troubled times. St. John's has given me a taste of what life can be like with good friends and a purpose. To all my friends, I love you and look forward to seeing you be the best you can be. Do not hesitate ever to call me if you need a shoulder to cry on or someone to get drunk with and have some fun. I11 always be available for you, my college friends. David Pisarra 21 hours until class Borrowed car $2.77 cash American Express What else? Anthony Nyberg @ <)) ct i-GIOI\f~ ·~( , 11 <l.) c: ~ .__. ... , ...__/ ' ' ""- { 6 Gfo) en Diana Klatte Rhonda Datcher 30 31 �Elizabeth Sullivan " Bigwig realized that he had stumb led, quite unexpectedly, upon what he needed most of aU: a strong, sensible friend who would think on her own account and help to bear his burden. Watersllip Down Amanda Dalton 32 33 �JQ[-er,V fo..w Lewt'c2-./ "Of course, no reasonable man ought to insist that the facts are exactly as I have described them. But that either this or something very like it is a true account of our souls . . . This, I think, is both a reasonable contention and a belief worth risking; for the risk is a noble one:· Socrates, in the Phaedo '1f I speak in the tongues of men and of angels, but have not love, I am only a resounding gong or a clanging cymbal . . It protects always, trusts always, hopes always, perseveres always. I Corinthians 13: 1, 7 I II Brendan Heffernan 34 . words, Bernardo . . . words. There was a time when I believed in words . . . Violet Gilden 35 �I would like to use this space to express my gratitude and love for my parents. They worked hard and sacrificed a great deal in order to provide me with every possible educational opportunity. Harold Anderson May, 1989 Jack Eggleston Jennifer Johnston 'What's done is done:' 36 37 �Chris Marks Aristedes Somis James Kennely 38 39 �' ·- •'-").. SEMINARS 40 41 �T FRESHMAN SEMINAR: Mr. Beall and Mr. Rubino WINDOW: Don Labenski, Christopher Bloom, Edward Wilson, Ciaran Powers, STANDING: Steven Matrick, Jennifer Meuse, Julie Anzelmo, Alici Riley, Christine Connolly, Ruth Dominguez, David Trimmer, Mr. Rubino, William Kidwell, Simon Bone, Matthew Speck, Gregory Francke, Mr. Beall, SEATED: Ellen Doman, Elizabeth Didato, Josephine Escalante FRESHMAN SEMINAR: Mr. Maistrellis and Mr. Johnson fRESHMAN SEMINAR: Mr. Littleton a nd Ms. Kraus Ca~elina, TaraJ~ BACK ROW: Robert Hale, Mr. Maistrellis, George Dolan, Jason Canterella, Paul Nist, Ron SECOND R?W: Eric Prongowski, Scott Younger, Hannah Stires, Tamara Steblez, Stacey Vennema, Jane Johnson, SEATED: N1cole Kalmanor, Bnan Graney, Mr. Johnson, Silverman, Edward Hanratty, William Hodge 42 THIRD ROW: Aaron Finkelstein, Alec Berlin, Ravi Rao, SECOND ROW: Theresa Klunk, David Mordecai, Dana Dunbar, Sharon Moscinski, Bryan Tracey, Gabe Pihas, Deborah Farrell, Lila Kerns, Mr. Moulakis, FRONT ROW: Lorie Schmit, Mr. Comber, Padrice Stewart, Camilo Arbelaez 8ACK ROW J · . Wilbur, Cra enn1fer Acc~rdo~ Bnan Spengemann, }effr~y Acker, Chri_stopher Chollet, Joseph Sterling, Claire Darling, Erika McConnell, Kendall John Buzzar~g Lefevre, Juha RIJtsma, James Holland, M1chelle Megreg1an, FRONT ROW: Lovan Ely, Alfred Bennett, Mr. Littleton, Ms. Kraus, 43 �FRESHMAN SEMIN AR: Mr. Fisher and Miss Giovanelli FRESHMAN SEMINAR: Miss Brann and Mr. Dungey BACK ROW: Bryan Dorla nd, Nereus G unther, James Cowin, Charl ton Evans, Amy Parton, Victoria Burgess, Helene Lovenheim, Catherine Barner MIDDLE ROW: Gigi Boyer, Patricia Walker, Mary Spidle, Robert Nease, Christina Schick, SEATED: Mr. Fisher, John Laufer, Anita Burkham. Elliot Callahan, Michael Noone BAC~ RO~: Charles Cox, Kell Simon, Abdul Gillani, Sharman Levinson, Lalena Parkhurst, Joshua Draper, Juok Pae, Nicholas Burmeister, Douala Dennr~, M1c_hael Zampella, Heather Hersh, FRONT RO W: Renee DeBois, Siofra Rucker, Larah Ross, Mr. Dungey, Miss Brann, Daphne Blumenthal, Sebastian Z1ga FRESHMAN SEM£NAR: Mr. Sachs and Miss Martin STANDING: Yvonne Schmitt, Anne Bergerson, Jeff Seidman, Robert Levy, Hallie Leighton, Sarah Schoedinger, Laura Mel bin, Brian ~ak(h,rr Traynor, Matthew Murphy, Caitlin McRae, ]ide Nzelibe, Wendy Wisehart, Kevin Young, Mr. Sachs, SEATED: Michael Summers, Dav1d Miss Martin, Lisbeth Fouse, Frederick Haller 44 SOPHO MQ - ' RE SEMINAR: Brother Robert Smith and Mr. Tuck BACK: Heath N "fony Brock er oon~, Scott Mclean, Matt Gaffney, Rachel Taylor, Rachel Frey, Beatrix Kaussen, Anne Carpenter, Shannon Wardell, Mr. Tuck, away, Carm Calabrese, Brother Robert, Claire Morgan, Jennifer Asmuth, FRONT : Frank Alden, Steve Zell, Heather Park 45 �~- _fl SOPHOMORE SEMINAR: Mr. Druecker and Mr. Irvine SOPHOMORE SEMINAR: Mrs. Renaut and Mr. Paterson STANDING: Heather Voke, Mr. Irvine, Geoffrey Turi, Roberta Austin, Larry Saporta, Padraic Taaffe, Maureen Spectre, Laura Ingmire, Lena Skadegard, Nora Briody, Thomas Madden, Michael Hale, SEATED: Mr. Druecker, George Mashour, Ben Moss, Travis Hardaway, Joan Ross BACK ROW: Jason Ewing, Russell Dibble, Roberta Faux, Alexandra Murphy, Mr. Paterson, Paul Gibert, Ned Dohner, John Copps, Ronald Long, FRONT ROW: Mondanau Doorandish, John Papadopoulos, Suzanne Bauer, Mrs. Renaut, Andrew Pietrus, Angela Nichols, Sahana Dharmapuri SOPliOMo SOPHOMORE SEMINAR: Miss Von Oppen and Mr. Sterling Rose~baum, ~.r. St~r~g, ~elle~, Meli~:.:; BACK ROW: Colin Anderson, Andrew Schwartz, Aaron Braulio Agnese, SECOND ROW: Rebecca Jeaneen McAmis, Michael Stirrup, Jeffrey Rascon, Heather M1ller, CecJI1a Ba•lliet, Adam Eggers, Donna lee McLeod, SEA TED. Ak1ba Co Mueller, Miss Von Oppen, Sapna Gandhi, Andrea Rush, Deirdre Routt 46 RE SEMINAR: Mr. Zuckerman and Mr. Kalkavage IIACJ< ROW· · · ~r. Zu k · Lew1s Elia, Scott MacLean, Joseph Nicholson, A. Scott Anderson, Michael Cole, Anne Loyer, Max Eberts, Scott Law, SECOND ROW: Cftnsti~e ~ rman, Patrick Cho, Tequila Brooks, Lydia Burch, Britt Silkey, Elizabeth Ingram, Ann Schuchman, Megan Smith, Sara Valentine, SEATED: arber, Michel Nicoll, Mr. Kalkavage, Rachel Holmes 47 �JUNIOR SEMINAR: Mr. Sparrow and Mr. Blaustein JUNIOR SEMINAR: Mr. Kurs and Mr. Milner STANDING: Charley Schlueter, Aaron Hoover, Rachael Boyce, Mark Kreider, Shannon Evans, Chris G~llen, Mr. Sparrow, David Rees, Eric Bo~d. Kevin DePew, Gerard Sparaco, Thomas Quigley, Mr. Blaustein, SEATED: Dwayne Rodgers, Tamara W1lson, Russ Anderson, Alexander Lo, Santa Cargas BACK ROW: Lle~ellyn Foulke, ~r. Milner, Scott Walter, Sandro Battaglia, Kevin Graham, William Rodi, Nathanael Long, Richard Smith, MIDDLE ROW: Mela~•e Mas?n, Dav1d Sellers, Laura Webner, Alexandra Edelglass, Johanna Wilson, SEATED: Timothy Lovell, Craig Thomas, Benno Belhumeur, Mumr Hussem JUNIOR SEMINAR: Mrs. Maschler and Dr. Capozzoli BACK ROW: James Mattingly, Vince Harriman, James Fallon, Marshall McMillan, Dr. Capozzoli, Andrew Ghiz, David Lucas, Jason Unger, MIDDLE ROW: Collins Duodu-Bonsu, Mrs. Maschler, Sara Larson, Larissa Powers, Susan Haines, Ziya Onat, FRONT ROW: Eliot Ounhan, Giwei Ying, Vicky Sills, Jintana Chiu 48 . JlJNIOR s EMINAR: Mr. Slakey and Mr. Pastille 8ACI( ROW lot>) Monagh: Courtney O~kes, Mr. Slakey, Bryan Paul Frost, Graham Harman, Kenneth Turnbull, John Obenauer, MIDDLE ROW: John Pronko, Caroly B an, Thomas Gmter, Joshua Kaden, James Brown, FRONT ROW: Saundra Claster SeJah Wolbarsht Lisa Liske Joe Larson DanieJ Myers ' ' ' ' ' n arndt, Mr. Pastille 49 �JUNIOR SEMINAR: Mr. Stephenson and Mr. Antal BACK ROW: Mr. Antal, Mr. Stephenson, Ray Rivera, Frederick Hinrichs, Alexander Cocran, Richard Morrell, Chip Slowik, Joel Hamm, Cristin Cannava, Axel Christensen, FRONT: Walter Mattson Padraic Roche,Carloss Chamberlin, Deanne Draeger, Mary Braden, Nancy Upperman, John Haynes, Stacy Brown, Katrina Zapf ~A1~K ROW: :imot~y Benjamin, SENIOR SEMINAR: Mr. Comenetz and Miss Locke SENIOR S EMINAR: Mr. Umphrey and Mrs. Kronsberg STANDING ON BENCH: Stephanie Takacs, Jeff Kojac, David McNeill, MIDDLE STANDING: Monique Mooney, Erika Gaffney, Lee Me~ Walter Plourde, Anne Pantalone, Brad Fischer, Aristedes Somis, Mr. Comenetz, SEATED: Paul Speck, Daeddre Cullen, Karen Harper, Sara Jeanne Duvoisin, Maggie Lamb Linda Hamm, Nina Tosti, Harold Anderson, Nell Sweeney, Cherie Craig, Mrs. Flaumenhaft, Mr. Verdi, Janet r'" SEATED. Davtd Earnest, Doug Rushlau, Anthony Nyberg, Susie Attar, David Pisarra, James Kennelly BACJ< R '• OW: Grove B K' K Ann L d R G' '•tr. Urnph r ynum, tm ern, e eonar , ay tfford, Brad Stuart, Sean LaRocca, Tidge Holmberg, Courtney Sullivan Diana Klatte lierz, Vioi:? G' ~)diDDLE R?W: Mrs. Kronsberg, Stephanie Stephens, Ninda Letaw, Brett Heavner, Ted Merz, Brendan Heffernan SEATED: Nathaniel t en, Martm Gelfand 50 51 �SENIOR SEMINAR: Mr. Lenkowski and Mr. Higuera BACK ROW: Jon Raney, Malcolm Young, Daniel Auckerman, John Isham, Jack Eggleston, Joe Miller, Brigham Bechtel, Mr. Higuera, SECOND ROW: Juliet Burch, Kurt Ruzsits-Redfield, Jennifer Johnston, Valerie Pawlewicz, Allison Packwood, April Dobbs, FIRST ROW: Garfield Goodrum, Mr. Lenkowski, Sean Costello, Melissa Sawicki DEDICATION McDowell Hall A Curious History SENIOR SEMINAR: Mr . Townsend, Mr. May and Mr. Zeiderman ~ill~~ BACK ROW: Joe Boucher, Charles Randles, George Turner, Mr. Zeiderman, Mr. May, Christopher Marks, Elizabeth De Mare, Derick nessee Moulton, SECOND ROW: Sarah Wetherson, Julie Ostdiek, Beth Heinberg, Elizabeth Powers, FRONT ROW: John Miles, David Mr. Townsend, Anna Webb, Amanda Dalton 52 In 1763 a committee of the Maryland General Assembly recommended that "the house in the city of Annapolis which was intended for the Governor of the Province be completely finished and used for the college proposed to be established:' This admirable proposal, however, failed to pass the Upper Houses. Ten years later, the proposal was revived, as explained in a letter from the Surveyor of Customs: "the Legislature has determined to found a college for the education of youth in every liberal and useful branch of science, which will preclude the necessity of crossing the Atlantic for the completion of a classical and polite education:' A building on the banks of the Severn River, originally intended for Governor Bladen's mansion, but described in the letter as "a melancoly and mouldering monument;' was designated as the proposed collegiate edifice. Roofless, and little more than a ruin, the former Governor's intended residence was infamous: "Old Bladen's place, once so famed, And now, too well, The Folly' named:' Construction on the mansion had begun in the 1740's and it lay incomplete for over forty years. Governor Bladen's original intention had been to construct a mansion for his private use, very similar in style to the Hammond-Harwood House; it was to be a two-story structure with wings projecting from each side 53 �Interior of C hapel 1899 54 of the main building. However, such a structure -was deemed unsuitable for a school bui lding, so when the State Legisla ture chartered St. John's College in 1784, and helped, with the aid of a distinguished group of subscribers, to fund the completion of the building, a third floor and bell tower were added, and the contemplated wings were dispensed with. The original founders of the College did not propose to board the students, but later, it was thought they could be better managed if they were more directly under the surveillance of the authorities, and the upper stories of McDowell Hall were made into dormitories. A dining room was opened in the basement for the accommodation of the students. The bachelor professors lived in the same building, and were expected to keep an eye on the boys and see that their work was not neglected. Boarding the students, however, was a source of endless trouble and confusion, so it was decided that someone would be hired to prepare food and take care of the rooms. By 1796, a Mrs. Dowson had been hired for these duties, but the students complained strenuously about the food. The Board had to intervene, and prescribed to Mrs. Dowson the proper diet of a St. John's student: "For breakfast and supper, the best congo tea or coffee with good bread and butter, the tea to be sweetened with loaf sugar; the coffee with brown. They are also to have milk with hominy or mush or fruit. For dinner, fresh and salt meat. A clean tablecloth is to be provided four times a week:' The first President of the College was Dr. John McDowell, for whom the main College building was named. He is described as ·a man of fine presence and of pleasing and winning addresses, combining in a remarkable degree great firmness and dignity of character with almost feminine gentleness; a thorough scholar and Christian gentlemen, greatly loved by all who knew him:' (1934 Yearbook) After a prosperous and d istinguished s tart in 1789, t he College shut down temporarily in 1806 because the State Legislature refused to appropriate any further funds. Although it reopened, it remained in danger of financial collapse for years. ln 1824, Francis Scott Key -founder of the Alumni Association - was moved by the College's deterioration to write: "Thirty years ago, I stood within the walls of that Hall and bade farewell to the companions and guides of my youth, to our reverend instructors, and received the parting benedictions of that loving and venerated man who ruled not so much by force of authority as by affection. In a few short years I returned; the companions and guides of my youth were gone. The glory of the Temple of Science which the wisdom of our forefathers had founded was departed. I beheld in its place a dreary ruin. I wandered over the beautiful and silent green, no longer sacred to the meditations of enraptured youth. I sat down on the mouldering steps a nd beneath the shadow of that aged tree, that like me seemed to lament its lost companions, and 1 mourned over the madness that had brought such desolation :· By 1830, state funding had been restored and a new, vigorous presiden t was appointed in 1831, the Rev. Hector Humphreys. President Humphreys not only restored McDowell, but went on to build Humphreys Hall, Chase-Stone, Paca-Carroll and Pinkney. Just when it all seemed like blue skies for St. John's (and McDowell), the Civil War came and the college was disbanded, the stude nts leaving to join the armies of the side that each thought was right. Union troops took possession of the College buildings for the headquarters of a large military hospital, Camp Parole. The buildings were considered very choice quarters by the occupants of the camp, "who framed up many excuses why they should be allowed to live in them." A palisade fence surrounded the green, barracks were erected and the regular buildings, including McDowell, turned into wards for soldiers wounded at the front. Though the damage to McDowell done by the Union Army was substantially repaired in 1866, financia l battles with the State Leislature continued over the next twenty years. By 1886, when Pres1dent Thomas Fell took office, there were only 60 students and the general condition of the buildings and grounds had again become greatly deteriorated. Dr. Fell raised sufficient money to restore the existing buildings, including McDowell, and also to erect Iglehart Hall, Woodward Hall and Randall Hall. In 1909, a terrible fire struck McDowell, burning the entirety of the second and third floors. A major political battle fo llowed between the Board and the Alumni. According to the story, the Board wished to raze the ruins of McDowell and erect a completely new, thoroughly modern facility. Alumni were outraged and pressured the Board to restore the old building to its former state by threatening to withhold contributions. Legions of students have passed through her doors, studied late into the night in her classrooms, been convoked, and been graduated. We have arranged our lives around the ringing of her bell. So it is, on the eve of the 1989 restoration, with respect for her first two hundred years, and hope for two hundred more, that the 1989 Yearbook is dedicated to that most venerable edifice- McDowell Hall. Interior of C hapel 1920 (The Yearbook Staff wishes to thank Tench Tilghman who wrote t~e early history of St. John's College, John Christensen, whose h1story of McDowell Hall will be published in 1990, and the yearbook staffs of the last hundred years for their contributions to this history). \ - 55 �SPORTS WOMEN'S SPORTS AMAZONS FURIES MAENAD$ NYMPHS SOCCER 18 15 10 21 BASKETBALL 23 9 19 21 VOLLEYBALL 23 17 17 15 MEN'S SPORTS FOOTBALL SPARTANS !.. GREENWAVES GUARDIANS DRUIDS HUSTLERS 22 20 12 11 14 SOCCER 19 16 12 15 20 VOLLEYBALL 8 18 14 22 BASKETBALL 14 16 18 22 10 18 On December 16th, 1988 students wrote tributes to McDowell after which it was closed for restoration 56 57 �en's Soccer Women's Soccer • • J •• . •..' Nate and Yanni are red neck and neck in a race for the ball The famous "Heating Plant Stadium" Akiba anticipates Fred's next move Champagne and Soccer- the classic combination I ,.. Tamara smiles at the press while Jeanne gets the ball 58 lack Mi . les-m action Travis - the man with elastic legs 59 �Women's Basketball en's Basketball Man airborne "It's Mine!!" Jeanne goes for an outside shot liu ers reach for it su 60 Out of nowhere, Braulio 61 �Women's Volleyball 62 en's Volleyball 63 �Football TUTORS AND STAFF A Hustler to be 64 65 �66 67 �I • I ACTIVITIES 68 69 �Practicum Dave Rees, Marathon Runner Hustler I Furies Party Dwayne Rogers 70 71 �, - Stephanie Takacs, DC President First Semester DC Gadfly, Melissa Kurtz Munir Hussein, DC President Parents Weekend Weight lifting Club 72 73 �I Erging Bush lnauguration Dukakis Speech Dukakis Speech • • - Political Forum 74 Political Forum 75 �The Staff PARTIES Editor-in-Chief Photography Photography Photography/ Layouts Photography Scott Law Elizabeth Blume Advisor Thanks Joan Iverson Charles Randles Identifier Sharon Moscinski Layouts Photography on Tamera Wilson pp. 80- 81 Cover art Lydia Sparrow Charles Schlueter Racheal Boyce Vince Harriman Melissa Kurtz 76 �The Staff PARTIES Editor-in-Chief Photography Photography Photography/ Layouts Photography Scott Law Elizabeth Blume Advisor Thanks Joan Iverson Charles Randles Identifier Sharon Moscinski Layouts Photography on Tamera Wilson pp. 80- 81 Cover art Lydia Sparrow Charles Schlueter Racheal Boyce Vince Harriman Melissa Kurtz 76 �Seducerers and Corrupters Peanuts and Punch Waltz Parties Assistant Dean's X-Mas Party 78 79 �Halloween Waltz 80 81 �The Abyss Cafe Mid-Winter 1 Ill ~ Ill 82 Ball 83 �Lola's I and II 85 84 �Senior Essay Dinner & Party 86 �Spring Cotillion CANDIDS 88 89 �90 91 ��94 95 �97 �Chris and Joyce Kloss Burch ta Bynum ...:'Praise the Lord" Craven, M.D. Craven, M.D. Mother and Father, with love. B. Dobbs Dr. Roger C. Duvoisin . Richard Edgerton Joseph M. Evans, III B. Fischer B B EJ 8 9 BBB . DBB ~ 98 and Edward Sweeney Drs. George and Linnea Takacs Charles and Sarah Turner Rochelle and Jack Wetherson Malcolm and Ann Young • �CL September 5, 1985 MAlA SHARON ABRAMSON MJRIAM EllEEN AHONEN s January 23, 1986 .J ~I.Alv'(...-t.- fiv~ 0-t-t..~fl4v...v.- •D:J.Ji.c-~ ANNA ANTONIOU CONRAD TEVES BAUGH SUSIE LINDA ATIAR ~ W~ a{ir;A DANIEL CHRIS AUKERMAN V~ ~ Cf.,..,_~~ ~ lEE HAMPTON BEERS .t/...J-d. ~ I? /~<A- t?i.t& d!lt/ ~JtUI~ CHARLES AlBERT BEINEMAN JAMES REGIS BRENNAN ~ ~ SARITA JO CARGAS g2._ LEE DAVID CARPENTER ~_Uo//~ SARA ELLEN CATANIA ~ C~C BENJAMIN VALENTINE CHATFIELD ,;:t-~v ~.:- .$~~ ~ CHERIE L~ CRAIG MICHAELJOHNBOWEN ~ ,- ~ --~ APRIL LYNN DOBBS SABINA MARIE FARIS (READMIT) ~ j}~ O.f.;v.Ja''t"'' l0.,4lw.J 1<fW~ ~ RACHEL DUEL JEANNE ClAIRE DUVOISIN JOHN RANDOLPH EGGLESTON DOUGLAS GARFIELD EMPIE TRISTAN MILES FOR~US ERIKA GAFFNEY C'u..k~ )0~ ('~ 'iJLJ . fa&.;~j/Jddt·V JENNIFER ANN GfRO~ ~ocJ D (l,.,..._ LAEL JUDITH GOLD c/'~(J ~Ci, . LL~~)~ "'!; ~ ff l /':n/tu (f,J/t ~h.- ~ LEE }EfFREY JOHN GLEASON MILES JOSEPH SCOTT MILLER ELEANOR EUZABETH MITIEN ~VIA...~~~_._l!j£__ ...., MONlQUE MOONEY RICHARD WILLET MORRELL EMMA BROWN MORTON ~~ ~ rr---P'I//U'r ' €.x.~ £.~'- }k-~icrii-- MARY CATHERINE HOGANQil"'~ C ~~ ANNE ELIZABETH PANTALONE 41:Jd--- ~fleu.f:~ = 100 d~J.:..&t- L--~ M-~ ~._ ]1 (JJ~~LL !Z~ill... !/ta-,uf?;jy ;V,J;t~ ~(/tV-->/ .. , "-:lfl'3 ,2.1_;;_ _ //i~:JI. U.h ~~ a,._~/ ~+r_..._ ~k ~ ~ ~W:J.... ()~ · / ' y....-.u. f\,1o."-«. Po..c.J2o..ld 4--< ttiW ~~~ - ~""". /?Jt-~..l/ Jt1MM~ VALERIE ANNE PAWALEWICZ ,... DAVID THOMAS PISARRA r/Atcu>JAMEs cUNTON PITIMAN (ff~ tfaa DENISE SUSAN POPE ~-. \; k,,«Y-J 11 ,&.ee..«c. ...,.._ £? y.~ c.. w ~<-J4-. rr "~--- .. u __. ,'!fir!? ;?.~,_[./:!f.~ , _,_.," I I ~~ ~ 1 Vl L ERJC JAMES SCHMIDT I ~~11:t._ ~{)b.;. t/::r.Lf MICHAEL ALVIN HAll J! .. ~ DIANE MARIE HANSON /'"';/,c.x;~r:... -, Q ~ ?J!. JENNIFER CAROL JOHNSTON q~ C. '-{~ DIMITRI KERIEVSKY ~ /) _J . ~/-- JEFFREY ALAN SCHNEIER MARK GIRARD SHIFFMAN /.;~k ~ jONATHAN ELLIOTT SKJNNER~~ ~~ EUSABETH ANNE LEONARD . · . "-;;:! ~ ~~ RICHARD MORSE LORD ,V~ P?. PAUL l HEODORE SPECK PETER GREGORY MAILLET J/JI.:-. ~ ~ 7; ._¢ 14d~iz;(J!!t_zz t\ A =V~;~~!~ STENGER MENDELsoN ¥ ; 1 v; .... M rt::jl!k n/JL- ANTHONY NYBERG JANET RUTH ORUN JENNIE MARIE PACKARD ~ ~ ., .7 /1-::.l'ttt -~~ ,# /{J.<'('--'-"- fd::.SJ-"'-"- ~ f?-:r.--t-,:/.J/i/ l'...tt-/J .,..{ I uwtcl -<-r_ / -uc//""""'<c ~...~ .,-¢-...... fr#r-7tfA~ KURT RUZSIT5-REDFIELD MEUSSA DAVISSAWICKI BRONWYN GRAY MAULDIN ~'- \:.~(\ ~~':l::,~..r CHRISTOPHER STILWELL MACKEY MCCLAIN~.ji{i;;/~ NANCY ELIZABETH HEINBERG tfta~~ c].v~ 'Jt:_~ TIMOTHY JOHN HEITMANN 7~~ ~ NATHANIEl JACOB HERZ P v ;t.::/ I'J)!J.J fbU)l~ (~~ ~~ JAMES MADISON MATTINGLY NANETIE A. NICKSON JOHN FREITAG ISHAM :('"'"'ALFONSO A. KALINAUSKAS, llll ~ j / ANDREw scorr KIRSCHNER ---·~u --~ DIANA H. KlATTE 1'\ • ~ • .U. . . IAN DOUGLAS RUSHLAU MAURA BRIDGET MANNING 'j.'l4<-vK: PT~ 7'1A/t-~~~ JONATHAN LAWRENCE MARTIN 9~,.);~:'/)'lu,v..,_.cc/ fj~~ BRENDAN HUGH HEFFERNAN t...,__- ELIZABETH TRACY MAINES ''l') :<-k lf ~./)_ MOLLY DEGRAFFENREID PORTER 1/,;-t,~ c&_ &,.~ £:1.~ ANDREW JOHN GRABLEWSKI THOMAS HELLER QUIGLEY ~ H.~ ~ ,_ . . f~j MICHA EL ARCHIBALD GRAHAM RENEE M. RIPP ;1:' .M<-~-~ 'l'Jt<A-<A "'t:·-<t'j:> {/ CAREN BETH ROSENTHAL ESTELA M. ROUSTAN i (f. .~ ~ ~~ ~~ ~~/~~ MARGO MAGANIAS flu,~ llc;S.i,ua;~ Jt;-"'·.,.·..; ~ .'fi,.fiJ_[},.f'.:; BRIAN GooD · ~ GARFIELD BERNARD GOODRUM ~~~ JAMES GUSZCZA ~ ~ ~ ANDREW PATRICK HACKETI ~~~ ~ ~/Y'>G.. ~ -~ J'71~ ~- , MARTIN DAVID GELFAND DAVID lUCAS '- -.n:._y7J/~ j/;t~ ~r'?- LEWIS ABBOTT HAMADY / IAN HARMON ,4.... BRUCE BREIT HEAVNER l /- .d ALAN DOUGLAS LIDDEL . JOEl DAVID LIEBERMAN (F;'- f ;._ f __j ~+J ~ ,~'\J-<Jy VIOLET MARET GILDEN v/(J/~ - ~ NINDA C.LETAW - s~ ~"; :~A~wss JJt JENNIER LEE 1-:_• !'Yt.«-U ~~· v~L.J ':..t '"--...(ffl? ~ DAVID JEFFREY EARNEST JOHN OWEN FREEMAN, )R. _ ; ~ D~ ELIOT DANIEL DUHAN J)t!J..~Jv. . p~ ff._Q~ ~ ~ IJ -:?J"~ C ~ WILLIAM CHARLES DAVISON h' {'7-,.p? Will NJk-.~.4\ (\~--··""" .• ~:~~~.:~~o~tt;,A &,v..d;b /JJlaA.i DAVID DILLARD . • ~ ~ ~ DAEDRE PAGE CULLEN AMANDAM.DALTON RHONDA DATCHER ~-::::~ ~O~ JOSEPH GEORGE BOUCHER ~ - WILL NATHANIEl CWRMAN ~~ BRIGHAM BLASE BECHTEl fc /._,_ £?,-4--, . ....._:..~,_ J ..._,..._., ~ TIMOTHY JOHN BENJAMIN ~Y':tl r SCOIT EDWARD BAXTER d .. COUR EY ELIZABETH SULLIVAN STEPHANIE LINNEA TAKACS CHRISTOPHER MICHAEL TEGELER ANNA MARGUERETTE fl (. ) 4· MARK RAYMOND RESSLER AARON DAVID ROSENBAUM JOHN D AVID SILVER llfl)' u ~- ~ SUSAN MARIE PETRONE Q.~~-..c.~i~II.L> '.._. () . ()_ ~ ~4--~ GEORGE CHRISTOPHER MOULTON ~!t~flt/t~~.L "~ ~7/ NINA MAIUA TOSTI 7i.t.. f l.£'- /ft~ t..<-,t-- ;;:!_5'-;t :c.._ .... ALEXEI ANDRE WATERS ~~ '-fL'M1..R..' L<.)Q..1J:::;... ~?u~~ CHRISTOPHER SHAWN MARKS CHRISTOPHER J. STURR C4.., fer~ ~h,....... BRIAN TIMOTHY SULLIVAN c:b~ ~~ £,_~~ CHRISTOPHER PAUL SUlliVAN _;i;..._t;--4 -p~ /.-./ :?tf ~v ~~,A . Jl . . ~ ~~ ~~c;z · ' WEB~LO:..... "'--"<.\. ~~t..FIL<:&((C' ~STEPHANIE DIANE STEPHENS ~ ,;trA,._;:=:., 1 / SAJWi E. WETHERSON /it.~ 1~:1""..1. r..,. {l!}t_v1) ~ c:-n.. . / (:'" U '/ L ~ ' · NELL SWEENEY " 'I:VF '\1 JOSEPH WilliAMSON ./~~ 4/~ liEATIJER ANN WOJDYLA ROBERT SETH WOLBERG iy HARDIN YANCEY l<~ 5jlf.1!,(. Wn~o.. l~1 W~ 1 .§At!C/7,.(;/l;n-:_, .,/P'..--7~ MALCOLM SCOIT YOUNG <..J-f?/afJ. """"' . • " , ~ ~ AMY ANN WILLIAMSON j SELAH ANNE WOLBARSHT . -J ,.{)J ....J... ~LVI-I() ~ fJ . . . 6 1..) ~ ~w~ ~ 101 �Harold Anderson An Inquiry into the Nature of the Musical Object Susie Attar Emile, An Experiment in Nature Daniel Aukerman Labor as a Basis for Value Labor Theory in Karl Marx's Capital Brigham Bechtel A Christian in the Profession of Arms Timothy Benjamin The Art of Virtue A Study of The Brothers Karamazov Joseph Boucher The Inheritance and Repudiation of a legacy: The Heroism of Belief in Faulkner's The Bear Juliet Burch Alienation and Social Recourse A Look at Ionesco's Rhinoceros Grover Bynum Born to Sue Sara Catania Working on the Soul in Tolstoy's Anna Karenina Will Clurman Something on Learning Sean Costello Is He a Second Danton? A Study of Hypocrisy in Stendhal's Le Rouge et Le Noir Cherie Craig Emile: A Modern Myth Rick Craven Searching for a Hero: An Examination of Nietzsche's On the Uses and Disadvantages of History for Life Daedre Cullen The Tempest Amanda Dalton Adam Smith's Invisible Hand Elizabeth deMare On Reading Melville's Billy Budd David Dillard The Salvation Sandwich Redefined: A New Statement About How Man Comes into a Rflationship with God in Kierkegaard's Either/Or ssays April Dobbs Jeanne Duvoisin A Look Back at the Elements of Euclid: An Ex· amination of logic in Geometry Geometry: What's a little Vaguenesss and Uncertainty? Martin Gelfand Up From the Cave: Poetry, Prophecy, and Perception Raymond Gifford Political Mythology Thrasymachus' Victory and Defeat Violet Gilden The Liberal Arts from a Visual Perspective Garfield Goodrum An Essay on The Charterhouse of Parma Linda Hamm Karen Harper Strong and Free Within limits Set by Providence Lee Mendelson Requiem Aeternum et lux Perpetua: A Reciprocal Reading of Hegel's God and joyce's Dead Theodore Merz Shouting Fire in the Theatre: How The Federalist Regarded the Supreme Court Brendan Heffernan Moral Necessity in Thus Spake Zarathustra Beth Heinberg "'s This a life?* The Threepenny Opera as a Primer for Revolution Nathaniel Herz Sight and Knowledge: An Examination of Vermeer's Woman Holding a Balance Jennifer Johnston Shakespeare's Historical Tetralogy: The Playwright as Political Theorist Derick Miller Joseph Miller Seeing is "Seeing As ...•: A Critical Look at Scien· tific Inqu iry George Moulton A Priori Desire: NonUniversal Necessity in Geometry and Morality "She Was the World and the Heavens Boiled Down to a Drop": Janie's Passage Through and Beyond Lordship and Bondage Anthony Nyberg James Kennelly Doug Rushlau 'Is Man no More Than This?' King Lear; Act III Sc. IV Kurt Ruzsits-Redfield Meditations by an American on the Great Man Under the Consti tu· tion of the United States Melissa Sawicki The Making of a Moral Man: Rousseau's Emile John Silver "On a Huge Hill, Cragged, and Steep, Truth Stands, and Hee That Will Reach Her, About Must, and About Must Goe:' (John Donne, Satyres iii) Aristedes Somis Moral Responsibility in T. S. Eliot's Murder in the Cathedral Paul Speck Human Nature and the Alienation of Man Accor· ding to Karl Marx Scott Stenger vRenections on the Death of God, the Coming of the Overman, and Kantian Morality.* or "'t's the End of Morality as We Know It, and I Feel Fine.* Stephanie Stephens Recognizing a Child's Ex· cellence Through Education Darkness, Horror, and Marlow Margaret lamb The Importance of Seeing God, Moses and Aaron and the Golden Calf This Domain is an Island Kant's Speculative Philosophy in the Wake of Non-Euclidean Geometry, Quantum Physics, and the Artistic Experience Imagination and Geometry Powerful Darkness Nell Sweeney Whom Does It Please to Afflict the Redeemer? Stephanie Takacs Woman, A Flower of Evil Christopher Tegeler And He Sets His Mind to Work Upon Unknown Arts (And Changes the Laws of Nature) Conrad's Hearl of Darkness: The Binding of the Landlubber Julie Ostdiek Lobachevskian and Euclidean Geometries A Study of the Works and The.ir Contributions to Mathematics Nina Tosti Do I Dare Disturb the Universe? George Turner The Dedication of Tom jones: An Appeal to lyt· tieton and a Context for the Novel The Invisible Foundation of the Leibniz-Ciarke Dispute: Continuity, Diversity and Identity Anna Webb "' Should Hope We Can Find a Way That's a little More Complicated Than That, Huck Finn• Peer Gynt: A Test of Love jeffrey Kojac Marbury V. Madison: The Basis for the Authority of Today!s Supreme Court Brad Stuart Courtney Sullivan Janet Odin Discovering Faith as Love Men Shall Endure Their Going Hence A Study of Shakespeare's IGng Lear Judith Kloss The Implications of the Conflict Between Individual Principles and . Societal Prejudices in Intruder in the Dust Rousseau: Natural Man vs. Civil Man Being of More Than One Mind Looking for Certainty, Knowledge, a.n d Tranquility in Montalgne Kimberly Kern Sean LaRocca "All that We Know of the l ife of a Man is Merely a Certain Relation of Free Will to Inevitabilit y, That is, of Consciousness to Reason• Monsters and Myth: The Legacy of Phedre Peace Comes Dropping Slow Erika Gaffney 102 John Miles Monique Mooney John Egg.leston The Dream of a Common language Social Labor and the lllusion of Surplus Value Philosophy and the Founding Fathers: Why Does the Constitution Endure? Questionable Ethics in Moliere's Le Misanthrope John Isham Sing 0 Goddess: An Exploration Into the Relationship Between Poetry and Religion An Other Reading of Hegel's Phenomenology of Spirit Bruce Heavner Teodor Holmberg Elisabeth Leonard Marriage and Justice in Pride and Prejudice Mark Ressler David McNeill Resolving the Contradictions in Emile Tristan Forgus Anouilh's Antigone Jonathan Raney If Identity Then Morality ... But Where is a Man to Get Either One? Diana Klatte Fmgo" Charles Randles Ninda letaw Reconciling Vengeance and Reason in the Oresteia Newton's Philosophic Method: "Hypotheses Non Who's Leading? The Role of Forgiveness in Marriage JW Rogers David Earnest William Fischer What the ...7 Postulates of Pure Reason 7 Elizabeth Powers Knowledge of the Heart Rhonda Datcher Walter Plourde Alison Packwood Anne Pantalone A Look at Self-Deception and the Inferno of Dante Sarah Wetherson Valerie Pawlewicz Wherefore Art Thou, Juliet? Why Can't I Say What I Mean? David Pisarra Ty Yancey Excellence as a Way of life and Business The Failure of John Dewey's Pedagogic Creed Malcolm Young A Discussion of Marx's Analysis of Capitalism, and its Supposed Sucessor, Communism 103 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Yearbooks Description An account of the resource This collection contains yearbooks from St. John's College in Annapolis, MD. Yearbooks are sometimes referred to as the "Rat Tat", "Cicerone", or "Canvas". This collection includes all published yearbooks since 1896.  Please note that yearbooks were not published every year.<br /><br />Holdings: <br />1896 v. 1<br />1898 v. 2 - 1899 v. 3<br />1901 v. 4 – 1912 v. 15<br />1914 v. 17 – 1918 v. 21<br />1920 v. 22 – 1945/1946<br />1947 – 1951/1953<br />1957<br />1982<br />1986 – 1990/1991<br />1992 – 2001/2002<br />2015/2016 – 2017/2018<br />2021/2022 - 2024/2025<br /><br />Click on <strong><a title="Yearbooks" href="http://digitalarchives.sjc.edu/items/browse?collection=21">Items in the Yearbooks Collection</a></strong> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context yearbooks Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper (bound book) Page numeration Number of pages in the original item. 103 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Cicerone, 1989 Description An account of the resource The Cicerone, St. John's College 1989, Annapolis, Maryland. Creator An entity primarily responsible for making the resource Schlueter, Charles (Editor-in-Chief) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1989 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Identifier An unambiguous reference to the resource within a given context 1989 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/f1fb2bbb4d928fa9f314f7e721373c92.mp3 9721a2d348d4071a83882ff5c7705678 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data CD Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 01:06:15 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Cide Hamete Benengeli, author of Don Quixote Description An account of the resource Audio recording of a lecture given on June 29, 2016 by Michael Wolfe as part of the Graduate Institute Summer Lecture Series. Creator An entity primarily responsible for making the resource Wolfe, Michael W. Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2016-06-29 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Cervantes Saavedra, Miguel de, 1547-1616. Don Quixote. Language A language of the resource English Graduate Institute https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/f1114f00c3e173aea36cfe4a34eb7b7e.mp3 d64e9ee49393593a8fa8f17160f69aa8 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Items in this collection are part of a series of lectures given every year at St. John's College. During the Fall and Spring semesters, lectures are given on Friday nights. Items include audio and video recordings and typescripts.<br /><br />For more information, and a schedule of upcoming lectures, please visit the <strong><a href="http://www.sjc.edu/programs-and-events/annapolis/formal-lecture-series/" target="_blank" rel="noreferrer noopener">St. John's College website</a></strong>.  <br /><br />Click on <strong><a title="Formal Lecture Series" href="https://digitalarchives.sjc.edu/items/browse?collection=5&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the St. John's College Formal Lecture Series—Annapolis Collection</a></strong> to view and sort all items in the collection.<br /><br />A growing number of lecture recordings are also available on the St. John's College (Annapolis) Lectures podcast. Visit <a href="https://podcasts.apple.com/us/podcast/st-johns-college-annapolis-lectures/id1695157772">Apple Podcasts</a> or <a href="https://open.spotify.com/show/6GDsIRqC8SWZ28AY72BsYM?si=f2ecfa9e247a456f" title="Spotify">Spotify</a> to listen and subscribe. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Title A name given to the resource St. John's College Formal Lecture Series—Annapolis Identifier An unambiguous reference to the resource within a given context formallectureseriesannapolis Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data audio cassette Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:54:00 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Circles of Sorrow: Dialectic and Grief in <em>Go Down Moses</em> Description An account of the resource Audio recording of a lecture delivered on November 16, 2001, by Lael Gold as part of the Formal Lecture Series. Creator An entity primarily responsible for making the resource Gold, Lael Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 2001-11-16 Rights Information about rights held in and over the resource A signed permission form has been received stating: "I hereby grant St. John’s College permission to: make a recording of my lecture, and retain copies for circulation and archival preservation at the St. John’s College Greenfield Library; make typescript copies of my lecture available for circulation and archival preservation at the St. John’s College Greenfield Library; make a recording of my lecture available online; make a copy of my typescript available online." Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Faulkner, William, 1897-1962. Go down, Moses. Keats, John, 1795-1821. Ode on a Grecian urn. Bible--In literature Allusion in literature Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LEC_Gold_Lael_2001-11-16_ac Alumni Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/3edbf5e77ebfde2939df4ad634b3a1c2.pdf 1ef4a32ab2065c9e4f92331941e0d36d PDF Text Text I : ·, ' ' !I I I CIRCULAR : ;j (,I OF ' ST. JOHN'S COLLEGE ANNAPOLIS, ! MARYLAND FOR THE ACADEMIC YEAR =1912-1913== AND PROSPECTUS =1913-1914= PRINTED BY THE ADVERTISER-REPUBLICAN. AN~APOLIS, MD. ~, �UNIVERSITY OF MARYLAND. GENERAL STATEMENT. ST. JOHN'S COLLEGE has entered into an affiliation with the Schools of Law, Medicine, Dentistry, and Pharmacy of the University of Maryland. The operation of these working relations is outlined as follows: FIRST. Seniors in St. John's College must do the number of hours required work as specified in the schedule (page 46) for the Senior class. The remaining hours may be supplied by elective studies in the Law School of Maryland University as comprised in that school. Upon the satisfactory completion of this course the degree of Bachelor of Arts or Bachelor of Science is conferred upon such students at the end of the year. The Professional Degree may be reached in two years more. Students so electing must continue their formal registration in the college, though doing part of their work in the Law School. SECOND. Students who have completed the Junior year in St. John's College and who have made an approved choice of electives, may, if they desire it, do the entire work of the Senior year in the Medical School of the University. If they successfully complete the work of the first year in the Medical School they are graduated with their class with the degree of A. B. or B. S. from St. John's College. By taking advantage of this privilege a man may complete the Undergraduate and Medical courses in seven years. During three of these years, or until he has completed the work of the Junior class, he is a resident student in St. John's College, and for four years he is a resident in the Medical School in Baltimore. At the end of the fourth year he receives the A. B. degree, and at the end of seven years the M. D. degree, but credit from the Medical School cannot be accepted in subjects for which credit has already been given in the college of Liberal Arts. �4 UNIVERSITY OF MARYLA:ND. THE UNIVERSITY OF MARYLAND is represented by five departments, each having a distinct faculty of instruction. 1st. THE COLLEGE OF LIBERAL ARTS at Annapolis, Maryland. St. John's College, Annapolis, Md., founded in 1696, as King William's School, is by contract of affiliation styled and is recognized as the Department of Arts and Sciences. The curriculum leads to the degree of Bachelor, or Master, of Arts or Science. 2nd. THE SCHOOL OF MEDICINE, in Baltimore, Maryland. This school was established in Baltimore, Md., in 1807, and offers a high grade course in medicine, leading to the degree of Doctor of Medicine, and extending over a period of four years. It represents the Department of .Medicine. 3rd. THE SCHOOL OF LAW, in Baltimore, Maryland. This school was opened in 1822 and reorganized in 1865, and is designed by means of a course of study covering three years to qualify its students for the degree of Bachelor of Law, and for a successful praGtice of the law. It represents the Department of Law. 4th. THE DEPARTMENT OF PHARMACY was established in 1841 as the Maryland College of Pharmacy, and affiliated with the University in 1904. The school is designed to give students a thorough acquaintance with pharmacy, chemistry, materia medica, and pharmacognosy by means of lectures and laboratory training. The course leading to degree of Doctor of Pharmacy extends over two years. 5th. THE DEPARTMENT OF DENTISTRY was founded in 1882, and is designed to teach the art of dentistry as an integral part of the School of Medicine. The course of study leading to the degree of Doctor of Dental Surgery covers a period of three years. UNIVERSITY OF MARYLAND.. 5 THE UNIVERSITY COUNCIL. The Council formulates the seheme of studies to be pursued by students desiring both an aeademic and a professional or scientifie degree, THE CHANCELLOR: HoN. PIDLLIPS LEE GOLDSBOROUGH ....... Governor of Maryland THE PRovosT: THOMAS FELL, PH. D., LL. D., D. C. L. FOB ST. JOHN'S COLLEGE: PHILEMON H. TUCK, LL. B., M.. A., AND PRoFEssoB B. v. CECIL, Sc. D. FOB SCHOOL OF MEDICINE: PRoFESSOBS R. DORSEY COALE, PH. D., AND RANDOLPH WINSLOW, M. A., M. D., LL. D. FOB SCHOOL OF LAW': PRoFESSORS HENRY D. HARLAN, LL. D., AND HENRY STOCKBRIDGE, LL. D. FOB SCHOOL OF PHARMACY: PRoFESBOB CHARLES CASPARI, J&., PH. D. FOR SCHOOL OF DENTISTRY: PRoFESSOB T. 0. HEATWOLE, M. D., D. D.S. �---------------------~.1 !'_ 6 UNIVEBSITY OF MARYLAND. UNIVERSITY OF MA.RYLAND. 1 MEDICAL DEPARTMENT. FACULTY. SAMUEL C. CHEW, M.D., LL.D., Emeritus Professor of Medicine. R. DORSEY CoALE, Ph.D., Professor of Chemistry and Toxicology, Dean of the Faculty. RANDOLPH WINSLOW, A.M., M.D., LL.D., Professor of Surgery. L. E. NEALE, M.D., LL.D., Professor of Obstetrics. CHAS. w. MITCHELL, A.M., M.D., Professor of Diseases of Children and Clinical Medicine. THos. A. ASHBY, M.D., LL.D., Professor of Diseases of Women. J. HOLMES SMITH, M.D., Professor of Anatomy and Clinical Surgery. JOHN c. HEMMETER, M.D., PhD., LL.D., Professor of Physiology and Clinical Medicine. ARTHUR M. SHIPLEY, M.D., Professor of Materia Medica and Surgical Pathology. ERNEST ZU:SLIN M.D., Professor of Medicine. Jos. L. HIRSH, ~.A., M.D., Professor of.Pathology and Bacteriology and Visiting Pathologist to the University Hospital. JOHN S. FULTON, A.B., M.D., Professor of State Medicine. JOHN S. FULTON, A.B., M.D., Professor of Eye and Ear Diseases. DANIEL BASE, PhD., Professor of Analytical Chemistry. EUGENE F. CORDELL, A.M., M.D., Professor of the History of Medicine and Librarian. GORDON WILSON, M·.D., Professor of Clinical Medicine. HARBY ADLER, B.A., M.D., Professor of Therapeut~cs and Clinical Medicine. J. W. HOLLAND, M.D., Associate Professor and Demonstrator of Anatomy and Lecturer on Clinical Surgery. And fifteen Clinical and Associate Prqfessors. LAW DEPARTMENT. FORTY-FOURTH ANNUAL SESSION. THE BOARD OF INSTRUCTION. (Arranged in Order of Election.) JUDGE HENRY D. HARLAN, Constitutional Law and Domestic Relations. JOSEPH C. FRANCE, ESQ., Corporations, Pleading, Practice and Legal Ethics. JUDGE HENRY STOCKBRIDGE, International Law, Public and Private; Conflict of Laws. EDGAR A. PoE, ESQ., Bills and Notes, Sales and Suretyship. W. CALVIN CHESTNUT, ESQ., Criminal Law and Insurance. JUDGE JAMES P. GORTER, Juridical Equity, Evidence and Damages. JUDGE JOHN C. RosE, Jurisdiction and Procedure of the Federal Courts. admiralty, Shipping, Bankruptcy, Patents, Trade-Marks, Copyrights and Unfair Competition. HEB.BERT T. TIFFANY, ESQ., The Law of Real Property. ELI FRANK, ESQ., Title to Real Property, Conveyancing, Torts and Director of the Moot Court. ALBERT C. RITCHIE, ESQ., Commercial Law and Elementary Law. CHARLES J. BONAPARTE, ESQ., The Law of Contracts. JUDGE CARROLL T. BOND, Executors and Administrators, Personal Property and Bailments. SAMUEL WANT, ESQ., Director of the Library and Students' Adviser. For catalogue containing full information, address HENRY D. liABLAN, Dean of the Law Faculty, 1061 Calvert Building, Baltimore, Md. �8 UNlVERSITY OF MARYLAND. UNIVERSITY OF MARYLAND. 9 FACULTY OF THE DENTAL DEPARTMENT. T. 0. HEATWOLE, DEAN. FERDINAND J. S. GoRGAS, A.M., M.D., D.D.S., Professor of .Principles of Dental Science and Dental P1·osthesis. R. DORSEY COALE, A.M. Ph.D., Professor of Chemistry and Metallurgy. J. HOLMES SMITH, A.M., M.D., Professor of Anatomy. JOHN C. HEMMETER, M.D., Ph.D., LL.D., Professor of Physiology. TIMOTHY 0. HEATWOLE, M.D., D.D.S., Professor of Dental Materia Med1ca and Therapeutics. ISAAC H. DAVIS, M'.D., D.D.S., Professor of Operative and Clinical Dentistry. B. MERRILL HOPKINSON, A.M., M.D., D.D.S., Professor of Oral Hygiene and Dental History. ELDRIDGE BASKIN, M.D., D.D.S., Associate Professor of Clinical Dentistry and Orthodontia. J. S. GEISER, D.D.S., Associate Pwfessor of Dental Prosthesis and Operative and Prosphetic Technics. J. W. HOLLAND, M.D., Associate ProfeSS9r of Anatomy. L. WHITING FARINHOLT, D.D.S., Demonstrator of Crown-Bridge, Porcelain and Inlay Work. CLYDE V. MATTHEWS, D.D.S., Instructor of Histology and Dental Anatomy. RoBERT P. BAY, M.D., Instructor in Oral Surgery. HOWARD J. MALDEIS, M.D., Instructor of Bacteriology and Pathology. E. FRANK KELLY, Ph.G., Director of Chemical Laboratory. HERBERT F. GORGAS, Ph.G., Director of Dent&l Infim1a1·y. WILLIAM A. REA, D.D.S., Chief Demonstrator of Operative Dentistry. ALEX. H. PATERSON, D.D.S., Demonstrator of Prosthetic Dentistry. FRANCIS J. VALENTINE, A.M., D.D.S., Den;wnstrator of Operative Dentistry. S. WHITEFORD l\IIOORE, D.D.S., Demonstrator of Anresthesia. J. HOLMES SMITH, JR., M.D., Assistant Demom1trator of Anatomy. And Eight Assistant Dental Demonstrators. 0 The regular sessions (of seven months each) begin October 1st, and the summer sessions at the close of the regular sessions. For catalogue and other information apply to Dr.. T. 0. Heatwole, Dean of the Dental Department of the University of Maryland, N. E. Comer of Greene and Lombard Streets, Baltimore, Maryland. DEPARTMENT OF PHARMACY. FACULTY. SEVENTY-FIRST ANNUAL SESSION MARYLAND COLLEGE OF PHARMACY. CHARLES CASPARI, JR., Phar.D., Professor of Theoretical and Applied Pl;iarmacy. DAVID M. R. CULBRETH, PH.G., M.D., Professor of Materia Medica, Botany, and Pharmacognosy. DANIEL BASE, Ph.D., Professor of Chemistry and Vegetable Histology, HENRY P. HYNSON, Ph.G., Professor of Dispensing and Commercial Pharmacy. E. FRANK KELLY, Ph.G., Associate Professor of Pharmacy. JAMES W. WESTCOTT, Ph.G., Associate Professor of Materia Medica. H. A. B. DUNNING, Ph.G., Assistant Professor of Chemisti·y. CHARLES H. WARE, Ph.G., Associate Professor of Botany. HENRY L. TROXEL, Ph.G., Demonstratt>.r of Chemistry. J. CARill'ON WOLF, Phar.D., Demonstrator of Dispensing. JOEL J. BARNETT, Phar.D., Demonstrator of Pharmacy. For catalogue containing full information, address CHARLES CASPARI, JR., Dean of the Maryland College of Pharmacy, University of Maryland, Baltimore, Md. • �10 CIRCULAR OF ST. JOHN'S COLLEGE. 1913 CIRCULAR OF ST. JOHN'S COLLEGE. 1914 CALENDAR. 1913. WEDNESDAY, SEPTEMBER 17. Opening of Session and Reception of Candidates for Admission. THURSDAY, SEPTEMBER 18. Examination for conditioned and unexamined students in Latin. and Greek. FRIDAY, SEPTEMBER 19. Examination for conditioned and unexamined students in English, History and S<lience. SATURDAY, SEPTEMBER 20. Examination for conditioned and unexamined students in Mathematics. THURSDAY, NOVEMBER 27. Thanksgiving Day. MONDAY, DECEMBER 22. Commencement of Christmas vacation. 1914. TUESDAY, JANUARY 6. Resumption of College Exercises. WEDNESDAY, FEBRUARY 4. Second Term begins. WEDNESDAY, APRIL 8. Easter vacation begins. WEDNESDAY, APRIL 15. Easter vacation terminates at 8.00 P. M. WEDNESDAY, JUNE 3. Entrance Examination. Greek. THURSDAY, JUNE 4. Entrance Examination. History and Science. FRIDAY, JUNE 5. Entrance Examination. Mathematics. FRIDAY, JUNE 12, (8 P. M.) Dance and supper given by Phi Sigma Kappa Fraternity. Latin and English, SATURDAY, JUNE 13, (8 P. M.) Dance given by Philomathean and • Philokalian Societies. SUNDAY, JUNE 14, (11 A. M.) Baccalaureate Sermon. SUNDAY, JUNE 14, (8 P. Mi.) Address before Y. M. C. A. MONDAY, JUNE 15, (11 A. M.) Senior Oratorical Contest. MONDAY, JUNE 15, (8 P. M.) Junior Oratorical Contest. TUESDAY, JUNE 16. Farewell Ball to Graduating Class. WEDNESDAY, JUNE 17. Commencement Day. 11 ORGANIZATION. The charter of St. John's College was granted in 1784, and the institution opened in 1789. But under another form and name it had been doing its work during nearly a hundred previous years, and is, therefore, one of the oldest colleges in the country. At the city of St. Mary's, then the capital of Maryland, as early as 1671, the Upper House of the General Assembly passed an Act ''.for founding and erecting a school or college for the education of youth in learning and virtue.'' This was followed by the Act of 1696, establishing KING Wn,LIAM's SCHOOL, which was opened 1701. Here were educated some of the most distinguished sons of Maryland-physicians, lawyers, statesmen, clergymen-and pre-eminent among the. brilliant number was William Pinkney, whose learning, and eloquence have a national fame. KING WTuLIAM's SCHOOL was, in 1784, merged into St. John's College, which has thus been connected with the State of Maryland from the early times of colonial history. Francis Scott Key, author of our favorite national ode, and Reverdy Johnson, distinguished as a lawyer and a statesman, are among the alumni, and many others, scarcely less eminent, could be mentioned. LOCATION AND ACCESS. The college is pleasantly situated at Annapolis, on the banks of the Severn river, a few miles from the Chesapeake Bay. Nothing in the country surpasses the picturesque beauty of its situation. The college green is spacious, amply shaded, and most attractive to the eye, while the campus, in the rear, is admirably adapted for sports. Bordering the grounds, ''College Creek,'' a branch of the Severn, affords every facility for swimming and boating_ Indeed, the situation combines every advantage desirable for a college. The buildings are large, commodious, and well adapted for purposes of both classical and technical education, and accommodate two hundred and fifty students. Annapolis has hourly trolley communication with Baltimore and Washington, daily steamboat connection with the former city, and telephonic and telegraphic connection with every part of the country. �I ,I 12 CIRCULAR OF BT. JOHN 'B COLLEGE. CIRCULAR OF ST. JOHN'S COLLEGE. 13 BOARD OF VISITORS AND GOVERNORS. . (Continued.) BOARD OF VISITORS AND GOVERNORS. DANIEL M. THOMAS, Baltimore, Md., 1859. CHARLES G. FELDMEYER, Annapolis, Md., 1899. WILLIAM G. RIDOUT, M,D .. Annapolis, Md., 1882. NICHOLAS H. GREEN, Annapolis, Md., 1901. Hls EXCELLENCY, PHILLIPS L. GOLDSBOROUGH, The Governor of Maryland, Annapolis, Md., 1912. GEORGE WELLS. M.D., Annapolis, Md., 1882. HARRY .T. HOPKINS, Annapolis, Md., 19.02. PHILEMON H. TUCK, Baltimore, Md., 1885. STEVENSON A. WILLIAMS, Bel Air, Md., 1904. PRESIDENT L. DORSEY GASSAWAY, Annapolis, Md., 1891. LOUIS T. CLARKE, Ellicott City, Md., 1905. HoN. DAN. R. MAGRUDER, Annapolis, Md., 1891. NEVETT STEELE, Annapolis, Md., 1907. HoN. JOHN G. ROGERS, Ellioott City, Md., 1894. .JOHN L. CHEW, Annapolis, Md., 1908. JAMEi::! M. M:UNROE, Annapolis, Md., 1896. WILLIAM WOODWARD, New York, N. Y., 1910. HoN. ROBERT MOSS, Annapolis, Md., 1897. BRUNER R. ..!NDERSON, Baltimore, Mid., 1910. L. ALLISON WILMER, LaPlata, Md., 1897. HoN. EMERSON C. HARRINGTON,. Cambridge, Md., 1912. PRESIDENT (Under the Charter elected annually.) (Pro-tem.) HoN. ROBERT MOSS, Annapolis, Md. SECRETARY L. DORSEY GASSAWAY, EBQ., Annapolis, Md., 1891. (E11;-0fficio.) (Ex-Officio.) HON. JESSE D. PRICE, President of the Senate, Salisbury, Md. HoN. JOHN P. BRISCOE, Judge Court of Appeals, Prince Frederick, Mid. HON. JAMES Mee. TRIPPE, Speaker of the House of Delega.tes, Baltimore, Md. HoN. JOHN R. PATTISON, Judge Court of Appeals, Cambrio.ge, Md. HON. A. HUNTER, BOYD, Chief Judge Court of Appeals, Cumberland, Md. HON. WM. H. THOMAS, Judge Court of Appeals, Westminster, Md. HON. HENRY STOCKBRIDGE, J&., HoN. JAMES A. PEARCE, Judge Court of Appeals, Judge Court of Appeals, Baltimore, Md. Chestertown, Md. HoN. N. CHARLES BURKE, Judge Court of Appeals, Towson, Md. HoN. HAMMOND URNER, JR. Judge Court of Appeals, Frederick, Md. FRANK H. STOCKETT, Annapolis, Md., 1897. HON. JOSEPH H. BELLIS, Annapolis, Md., 1912. JAMES A. FECHTIG, New York City, 1899. HoN. JAB. R. BRASHEARS, Annapolis, Md., 1912. �CIRCULAR OF ST. JOHN'S COLLEGE. CIROULAR OF ST. JOHN'S COLLEGE. THE FACULTY. 14 STANDING COMMITTEES OF THE BOARD OF VISITORS. THOMAS FELL; M.A., PH.D., LL.D., D.C.L............... PRlilsIDENT. Profess01· of Moral Science . B. -VERNON CECIL, M.A., Sc.D .................... VICE-PRESIDENT. (Graduate of St. John's College.) Professor of Chemistry and Physics. BUILDINGS .AND GROUNDS. 11ESSRS. Moss, Chairman; WELLS, MAGRUDER, RIDoUT, STEELE, HOPKINS, BRASHEARS. JOHN B. WHITE, M.A., (Graduate of Geneva College.) FACULTY AND INSTRUCTION. 11lnssRs.·MUNROE, Chairman; CHEW, TucK, GREEN, IIAmuNGTON. BENJAMIN HAR~ISON WIADDELL, M.A., (Graduate of Washington and Lee University.) Professor of Mathematics. MILITARY DEPARTMENT AND DISCIPLINE. MESSRS. STOCKETT, Chairman; STEELE, FELDMEYER, B&ASHEARS, GASSAWAY. JOHN BROCKWAY RIPPERE; M.A., (Graduate bf Wesleyan University.) FIN.ANOE. KESSRS. HOPKINS, Chairman; STOCKETT, FELDMEYER, WELLS, BELLIS. CHARLES G. EIDSON, B.S.E.E., M.A., (Graduate of the University of Tennessee.) Associate Mem/ber American Institute of Electrical Engineers. DEGREES. llBSSRS. MAGRUDER, Chairman; GASSAWAY, MUNROE, GREEN, ANDERSON. Professor of Greelc and Latin. Professor of Latini, and Secretary of the Faculty. CATALOGUE. M'.ESSRS. RIDOUT, Chairman; BELLIS, FELDMEYER. Professor of Mechanical Engineering. ADOLF SCHUMACHER, PH.D., {Graduate of Gottingen and University of Pennsylvania.) LIBRARY: MESSRS. CHEW, Chairman; CLARK, STEELE. Professor of French and Germatn. SIDNEY GUNN, B.A., M.A., (Graduate of Harvard University.) Professor of English. ENDOWMENT. MESSRS. WELLS, Chairman; MUNROE, STOCKETT. EDMOND EARL LINCOLN, B.A., (Graduate of Ohio Wesleyan University. and of Oxford England.) VACANCIES IN BOARD. MESSRS. GASSAWAY, Chairman; FELDMEYER, MumtoE. D. MURRAY CHESTON, U.S.A., (Lieutenant of the United States Army.) PUBLICITY AND SECURING NEW STUDENTS. MESSRS. GREEN, Chairman; CHEW, STEELE, FECHTIG, :Moss. Professor of History and Political Economy.' :Professor of Military Science and Tactics and Lecturer on International and Constitutional Law. REGINALD H. RIDGELY, B.S., M.A., (Graduate of St. John's College.) Professor of Biology. THOMAS L. GLADDEN. Superintendent of the Preparatory School and Instructor in English and Latin. ROSCOE E. GROVE, B.A., (Graduate of St. John's College.) Assistant in Preparatory School. SARAH BERRY, Registrar and Secretary for the President. • ON THE PART OF THE ALUMNI. llBSSRS. RIDGELY P. MELVIN, Annapolis, Chairman; WM. 0. DEVECMON, Cumberland, Md.; REv. JOHN YELLOTT, Bel Air, Md.; VERNON s. BRADLEY, Cambridge, Md.; PETE~ P. BLANOHAB.D, Baltimore, lid.; EDWIN H. BROWN, Centreville, Md.; JOHN BOSLEY, Baltimore, Mid.; Osc.AB B. COBLENTZ, Frederick, Md.; EDWARD T. CLARK, Ellicott City, lid.; RICHARD J. DUVALL, Annapolis, Md.; J. VINCENT JAMISON, JB., Hagerstown, Md.; JOHN F. MUDD, LaPlata, Md.; NICHOLAS OREM, Easton, Md.; JOHN S. NEWMAN, Frederick, Md.; WILLIAM STANLEY, Laurel, Md.; AMOS W. WOOBCOCK, Salisbury, ¥d.; WM. 0. SPATES, Poolesville, Md.; E. CLARK FONTAINE, Roland Park, Baltiniore, :M;d.; JoBN How.ARD Fox, Towson, Md.; HENRY C. RUHL, Baltimore, lld. �16. CIRCULAR OF ST. JOHN'S COLLEGE. REGISTER OF STUDENTS DURING THE COLLEGE YEAR 1912-13. i' I I SENIOR CLASS. NAME. RESIDENCE. liABoLD ANDBEW .....•... Latin Scientific Course ....... Denton, Md. DANIEL EARL CAMPBELL •• Latin Scientific Course ..... Baltimore, Md. WILLIAM G. CATLIN ..•••• Latin Scientific Course .... Whitehaven, Md. EARL CRUM ............. Classica;l Course............... A.thens, Pa. EDGAR TREMLETT FELL ... Classical Course ........... Annapolis, Md. w. STEWART FITZGERALD .. Latin Scientific Course .. Princess Anne, Md. HERMAN A. GAILEY ...... Latin Scientific Course ........ Cardiff, Md. GEORGE GERING ........... Scientific Course......... Indian Head, Md. F. H. HENNINGHAUSEN ... Scientific Course ........... Baltimore, Md. RoBERT V. HOFFMAN ..... ·.Latin Scientific Course .... Hagerstown, Md. .J. PAUL JACOBS .......... Latin Scientific Course ..... Millington, Md. A. WILLARD JOYCE ....... Scientific Course ........... Annapolis, Md. EARL S. LEwis .......... Latin Scientific Course ...... Frostburg, Md. ·CALVERT MAGRUDER ....... Latin Scientific Course ..... Annapolis, Md. FREDERICK s. MATTHEW'S .. Latin Scientific Course ....... LaPlata, Md. ·LUTHER B. MILLER ....... Latin Scientific Course ..... Baltimore, Md. ·G. WALTER SCHULTZ ..... Scientific Course ........... Anna.polis, Md. PAUL N. STARLINGS ....... Engineering Course ........ Annapolis, Md. ALEXANDER TENNANT .....8cientific Course ............ Midland, Md. :NIAL F. TWIGG ..........•Latin Scientific Course .... Cumberland, Md. SENIORS-20. JUNIOR CLASS. NAME. RESIDENCE. RowA.B.D R. ANDREWS .....La.tin Scientific Course ...... Chopta.nk, Md. GoDFREY CHILD .......... Latin Scientific Course, Pocomoke City, Md. RoBERT CHRISTIAN .....•.. Latin Scientific Course ... Ellicott City, Md. ·GEORGE EWELL DRYDEN ... Latin Scientific Course ..... Snow Hill, Md. FRANCIS W. HILL ........ Latin Scientific Course, Upper Marlboro, Md. 'ROYAL LEE HOBBS ......••La.tin Scientific Course ... Reisterstown, Md. E. LAMAR HOKE .....•.•• Latin Scientific Course ..... Frederick, Md. CIRCULAR OF ST. JOHN'S COLLEGE. 11 NAME, RESIDENCE. JOHN W. HOLMAN ....... La.tin Scientific Course .... Friendsville, Md. Lucrus Q. C. LA.MA& •.••• Latin Scientific Course ...... Rockville, Md. WM. ·DOVE NOBLE ....... Latin ·Scientific Course ........ Preston, Md. S. M!AURICE PHILLIPS ..... Latin Scientific Course ....... Quantico, Md. HARBY L. REEDER ...•.••• Civil Engineering Course ....... Butler, Pa. IRA EDGAR RYDER ...•...• Latin Scientific Course ..... Annapolis, Md. D. EARLE SMITH ......... Latin Scientific Course ........ Hayes, Md. WALTER w. WARNER ..... Civil Engineering Course, Watertown, N. Y. RoBERT S. G. WELCH ..... Latin Scientific Course ..... Annapolis, Md. WM. RANDOLPH WOODWARD Latin Scientific Course ..... Annapolis, Md. ER.-..EST LEE YOST ........ Latin Scientific Course .. Fairmount, W. Va. JUNIORS-18. SOPHOMORE CLASS. STEPHEN T. BAILEY ...... Latin Scientific Course ...... Salisbury, Md. WILLIAM R. BOWLUS ..... Latin Scientific Course .... Middletown, Md. HENRY DEVRIES CASSARD ..Latin Scientific Course .... Woodstock, Md . B. MILTON CECIL ......... Latin Scientific Course ...... Highland, Md. PHILIP C. CLAYTQN ...... Latin Scientific Course ..... Annapolis, Md .. JOHN E. DEBUTTS .. ; .... Civil Engineering Course .. Roland Park, Md. CLAGGETT C. DORSEY ..... Latin Scientific Course .... Brookeville, Md. LoRRAINE D. FIELDS ...... Scientific Course ........... Pikesville, Md. FRANCIS A. HAUSE ....... Mechanical Enginering Course... Marsh, Pa. EDGAR A. JONES ......... Latin Scientific Course .. Princess Anne, Md. HERBERT JUMP ....•....••Latin Scientific Course ....... Cordova, Md. -G. ENFIELD MCNU'l'T ••••• Scientific Course ............ Berkeley, Md. HowARD B. MATTHEWS ... Latin Scientific Course ..... Cambridge, Md. CHARLES BROWN MOWBRAY .. Latin Scientific Course•.. Federalsburg, Md. WALTON R. NELSON ...... Latin Scientific Course ..... ; . Hebron, Md. WILMER STANLEY PHILLIPS. Latin Scientific Course•... Whitehaven, Md. RoBERT REID RITCHIE ..... Civil Engineering Course .. Lonaconing, Md. JOHN E. SELBY .........• Latin Scientific Course .... Cheltenham, Md. Roy P. .SMITH ........... Latin Sc~entific Course ........ Towson, Md. 'THOMAS W. SPICKNALL ... Latin Scientific Course ......Baltimore, Md. F. HOWARD THOMPSON ... Latin Scientific Course ..... Annapolis, Md. wALTER FRANCIS TOLSON . Latin Scientific Course ... Silver Spring, Md. DANIEL EUGENE WALSH ..•Latin ~cientific Course; .. Westminster, Md. CHAUNCEY VICTOR WILSON Civil Engineering Course .. Nottingham, Pa. •OLIVER WINSLOW ...•..••• Scientific Course ........... Baltimore, Md. SoPHO:MORES-25. �18 OIRCULAR OF ST. JOHN'S COLLEGE. OIRGULAR OF ST. JOHN'S COLLEGE. FRESH:MlA.N CLASS. RESIDENCE. NAHE. HARRY Juras ANDREW ... Latin Scientific Course ...• ,.Baltimore, Md. T. EUGENE BOURKE .•...• Latin Scientific Course ...... Robinson, Md. H. HUBERT BOWERS •..... Civil Engineering Course .... Frederick, Md. GROVER CLEVELAND BB.ADY. Civil Engineering Course .... Baltimore, Md. ' JAMES BROWN B&ASHEARS. Latin Scientific Course ..... Annapolis, Md. JOSE CAMINEBO RUIZ ..... Civil Engineering Course .... Havana, Cuba. CHARLES PEARL CABBELL . Latin Scientific Course .... Brookeville, Md .. ERIC B. CECIL .........•• Scientific Course ........Silver Spring, Md. HowARD CHAPIN ......... Latin Scientific Course ...Brockwayville, Pa. GALLOWAY G. CHESTON ... Mechanical Eng. Course .... Annapolis, Md. GEORGE DAVIDSON .......• Latin Scientific Course .. St. Margaret's, Md. JOHN L. DEMARCO ....... Mechanical Eng. Course .... Baltimore, Md. DUNLEVY c. DOWNS ..•.•• Latin Scientific Course ..... Annapolis, Md. JAKES T. DUKE ..•..•••• Scientific Course ........... Morganza, Md. JosEPH G. EIDSON ..••.•• Scientific Course ........... Annapolis, Md. ALLEN LESTER FoWLEB ••• Latin Scientific Course ...•. Annapolis, Md. HERBERT FORESHAW .•.••• Scientific Course .........Roland Park, Md. JOHN EDWARD FRERE ...•. Latin Scientific Course .. Tompkinsville, Md. WILLUM E. GAMBRILL ••• Scientific Course ......•.... Baltimore, Md. JOHN F. HANSON ....•••• Latin Scientific Course .... ,Baltimore, Md. EMERSON C. HARRINGTON . • Latin Scientific Course..... Cambridge, M:d. CHARLES T. HAUVER •.. •·.Latin Scientific Course ..... Myersville, Md. THOMAS CHATTLE HOPKINS Latin Scientific Course ..... Annapolis, Md. C. W. HUFFER ..........• Scientific Course .........Burkittsville, Md. JOHN RoBERT HUMPHREYS Latin Scientific Course .... Lanes Mills, Pa. JOSEPH DENT HUNGERFORD Latin Scientific Course .. Marshall Hall, Md. F. WESTON HYDE .....•.• Latin Scientific Course .. Washington, D. c. J. PIERCE JEWELL ....... Latin Scientific Course ..... Annapolis, Md. FRANKLIN PEALE JOHNSON Latin Scientific Course ........ Denver, Col. RoBE&T OTIS JONES ...•.• Latin Scientific Course ......Baltimore, Md. MAURICE H. KAFKA .....• Latin Scientific Course .. Washington, D. C. THOMAS WATKINS LIGON . Latin Scientific Course ....Ellicott City, Md. CLAUDIUS LEO LLOYD ..... Latin Scientific Course ......Baltimore, Md. EDWARD N. McKINLEY .•• Classical Course ......•...Philadelphia, Pa. WILBERT LACY ME&RIKEN . Latin Scientific Course ...Federalsburg, Md. LUTHER T. MILES, JR. • ••• Latin ·Scientific Course, Marion Station, Md. JAMES C. MILLER .•.•..•• Civil Engineering Course ....Baltimore, Md. PHILIP K. MOISAN ...•.•• Latin Scientific Course' ..... Baltimore, Md. ORVILLE MONROE MOORE .. Meehl. Eng. Course ...Mt. Washington, Md .. J. HEWES ONION ......... Scientific Course ........... Baltimore,. Md. JACOB MYERS PEARCE ..... Scientific Course ............ Monkton, Md. FRANK S. REVELL . , ...... Latin Scientific Course ........ Marley, Md. 19 FRESHMAN CLASS-( Continued). NAME. RESIDENCE. JOHN THOMAS SADLER ...• Scientific Course ......... Cockeysville, Md. HARRY J. SELBY .•••.•.•• Latin Scientific Course ......... Ivory, Md. HENRY RoLAND SMITH ... Latin Scientific Course ..... Annapolis, Md. GUY DOUGLAS THOMPSON . Latin Scientific Course ..... Annapolis, Md. BURNS HARGETTE W ATE&S Latin Scientific Course ..... :Baltimore, Md. PHILIP WELCH ......••.••Latin Scientific Course ..... Annapolis, Md. ABRAHAM W. WILLUMS .. Latin Scientific Course, Prince Fred 'ck, Md. JOHN A. WORTHINGTON ... Latin Scientific Course ..... Annapolis, Md. I FRESHMEN--51. SPECIAL COURSE. NAME. . RESIDENCE. T. OLIN BROAnWATE& ............................... Grantsville, Md. CHARLES R. BUCKLEY ................................Baltimore, Md. BEUBEN BURTON .....................................Richmond Va. HOWARD CLAUDE .............................. : ..... Annapolis; Md. RoBERT B. DASHIELL .................................Annapolis, Md. RoBERT S. ENNIS .....................................Annapolis, Md. .ALTON ARNOLD GLADDEN ............................. Annapolis, Md. ' ROWLAND HAzARD ....................................Richmond, Va. ALBERT S. J. HOPKINS ............................... Onancock, Va. DAVID M. HUNTE& .................................. San Diego, Cal. WILLUM KLINEFELTER ............................... Westtown, Pa. .JOHN MATTHEWS ..................................... La.Plata, Md. FRANK CURTIS MELLON ................................. Easton, Md. RoBE&T OGLE WELOH ................................ Annapolis, Md. .JOHN WILSON ....................................... Tilghman, Md. SPECUL STUDENTS-15. �20 CIRCULAR OF ST. JOHN'S COL.LEG~. CIRCULAR OF ST. JOHN'S COLLEGE. 21 DEGREES CONFERRED AND CERTIFICATES OF DISTINCTION A W·ARDED ON COMMENCEMENT DAY, JUNE 19, 1912. RECAPITULATION OF STUDENTS. GRADUATE DEGREES. BACHELOR OF ARTS. COLLEGE. Maryland • . • . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . 110 Pennsylvania • . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . • . . . . . . . . . 8 Virginia •........•... ; . . . . . . . . • . . . . . . . . . . . . . . . . . . . . . • . . . . . . . 3 District of Columbia. . . . . . . • . • . . . . . . . . . . • . . . . . . . . . . . . . . . . . . . • . 2 New. York................................................... 1 West Virginia . . . . . . . . . . . . . . . . . . • . • . . . . . . . . . . .. . . . . . . . . . . . . . . . 1 Colorado . . • . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 California . • . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . • . . . . . . . . . . . . . . . . 1 Cuba . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . 1 Total ..•....... :..................................... . . 128 PREPARATORY SCHOOL. Maryland . • • . • • . . • . . • • . • • • • . • • • • • . • . • • • • • • . • • . . • . . . • . . . . • • • . Pennsylvania . . . . . . . . . . • . • . . . • . . • . . . . . • . • • . . . . . . . . . . . . . . . . • . . District of Columbia.......................................... Virginia • . • . • . . . . . . . . • . . . . . • . . . . . • • • . . • . . . . . . • . . • . . . • . . . . . . • Illinois • . . . . • . . . . . . . . . . . • • • • • . . . . . . . . . . . • • . . . . . . .- . . . . . . . . . . . . Nebraska .. . . . . . . . . . • . . • . . . . . . . . • . . • . . . • . . . . . . . . . . . . . . . . . . . . . Colorado . . . . . . . . . • • • . . . . • • . • . . . . . . • • . • . . . . . • • . . . • . . . . . . . . . . . Total • . • • • . . • . . • . • . . . • . . • . . • • • • ..• .. . • . • • . • . • . . . . • . . . 26 2 1 1 1 1 1 33 Grant total . • . . . . . . . • . . . . . . . . . . • . • . • . . . . • . . . . . . . . . . . . . 161 BENJAMIN MICHAELSON (First Honor) ................ Galloways, Md. FREDERICK A, MILLER .............•................ Hagerstown, Md. WILHELM LENTZ.................................... Catonsville, Md. HOLLAND RIGGIN ..................................... Hebron, Md. SPENCER D. HOPKINS .............•................... Onancock, v a. RAYMOND E. STALEY ..•.......................... Breathedsville, Md. A. EVERETT WILLIAMS ............................... Salisbury, Md. RoBERT s. HOPKINS .................• ·.· .............. Onancock, Va. GEORGE L. WINSLOW................................. Baltimore, Md. Loms E. PAYNE .................•............... Leonardtown, Md. S. RoWLAND WHITE, JR.............................. Galloways, Md. JOHN ARTHUR BRASHEARS ......................... New Paltz, N. Y. HERMAN R. HOLLJES ................................ Baltimore, Md. JACK :MASON HUNDLEY.....•...•..................... Baltimore, Md. CLARENCE L. DICKINSON ........•.•.............. Pocomoke City, Md. 'CHARLES G. HASLUP.................................... Savage, Md. CHARLES VICTOR ZIEGLER............................... Melrose, Md. c. BACHELOR OF SCIENCE. PHILIP LANGDON ALGER {Second Honor) .............. Annapolis, Md. WILLIAM J. JONES .......................... _ .....• Annapolis, Md. KENNE'l'H E. WILSON ................................ Baltimore, Md. DEGREES IN QOURSE. MASTER OF ARTS. JAMES A. NYDl!lGGEB ...................... B.A. JAMES B. NOBLE .....•......•.......•.•.. B.A. JOHN R. CAULK •.•.•..•..............•..• B.A. J. HowABD BEARD ......••........••.•.... B.A. VERNON S. BEACHLEY •..•••..•..•..••.... B.A. ANDREW P. KELLY ....................... B.A. CHARLES G. EIDSON ...•••••• , ••.•........ B.Sc 1890 1898 1901 1902 1904 1906 1909 �CIRCULAR OF ST. JOHN'S COLLEGE. OIBOULAR OF ST. JOHN'S COLLEGE. HONORARY DEGREES. 22 GRADE CERTIFICATES. MASTER OF ARTS. SENIOR CLASS. REV. OTIS H. DR.APER, B.A., B.D....................... Baltimore, Md. CllARLE'S W. DUVAL, M.D .. : ........................ New Orleans, La. REV. W. J. J. CORNELIUS, B.D ........ .-............ London, England. FIRST GRADE. B. :MICHAELSON. DOCTOR OF LETTERS. PROFESSOR A. D. F. HAMLIN ........................ New York City. PROFESSOR WILBUR F. SMITH ......................... Baltimore, Md. STAR SECOND GRADE. C. H. RIGGIN. DOCTOR OF SCIENCE. JAMES A. NYDEGGER, B.A., M.D., M.A................. Baltimore, Md. THOMAS E. SAT·TERTHWAITE, B.A., M.D ............... New ·York City. W. LENTZ. F. A. MILLER. P. L. ALGER. W. J. JONES. SECOND GRADE. S. D. HOPKINS. L. E. PAYNE. R. E. STALEY. R. S. HOPKINS. A. E. WrLLU.:u:s. G. L. WINSLOW. DOCTOR OF LAWS. ALLENS. WILL, M.A., L.H.D .......................... Baltimore, Md. HON. w. L. MARBURY ................................ Baltimore, Md. HON. JAMES P. GORTER, M.A ......................... Baltimore, Md; JUNIOR CLASS. FIRST GRADE. DOCTOR OF DIVINITY. REv. REv. REV. REv. CALVERT MAGRUDER. J. HENNING NELMS .......................... Washington, D. c. FRANK G. PORTER............................... Baltimore, Md. VAN PIERCE NORTHROP ...................... St. Michael's, Md. A. J. GILL ...................................... Aberdeen, Md. E.T. FELL. STAR SECOND GRADE. W. S. FITZGERALD. SECOND GRADE. G. w. SCHULTZ. E. s. LEWIS. G. GED.ING. PRIZES. Gold Medal by Board of Visitors and Governors for Highest Standing in Class : FIRST GR.ADE. B. It ANDREWS. LEWIS E. PAYNE .................................. Leonardtown, Md. G. CHILD. w. w. WARNER. H. R. REEDER. CALVERT MAGRUDER .................................. Annapolis, Md. WILHELM LENTZ .................................... Oa.tonsvllle, Kd. JOYCE. STAR SECOND GRADE. President's Medal for Oratory to Members of the Junior Class: Philo Sherman Bennett Prise: w. SOPHOMORE CLASS. BENJAMIN MICHAELSON .............................. Galloways, Md. Prize of $25.00 offered by the .Alumni Association of St. John's College to the Senior Class for the best Original Oration: R. v. HOFFMAN. A. F. H. HENNJNGHAUSEN. SECOND GRADE. R. L. HOBBS. W. D. NOBLE. 8. M. PHILLIPS. F. S. HILL. R. L. ClmrSTIAN. �11 ~·I i 24 CIRCULAR OF ST•.TOHN'S COLLEGE. CIRCULAR OF ST. JOHN'S COLLEGE. FRESHMAN CLASS. HONORABLE MENTION. FIRST GRADE. C. V. WILSON. SENIOR CLASS. STAR SECOND GRADE. C. B. MOWBRAY. .D. E. WALSH. SECOND GRADE. J. T. BARTLETT, JR. L. C. COHN. R. R. RITCHIE. F. A. HAUSE. SPECIAL CLASS. SECOND GRADE. R. B. DASHIELL. / 25 W. R. NELSON. P. L. Ai.GBB ........... Chemistry, Drawing, Physics, Hydraulics, Railroad Surveying. S. D. HOPKINS ........ Law, Latin. W. J. JONES .......... Et-hies, Hydraulics. W. LENTZ ............. Law, Military Science, Ethics, English, Collegian. B. MICHAELSON ........ Law, Milita1·y Science, Ethics, Oratory, French, Collegian. F. A. MILLER ......... Law, Ethics, Freneh, La.tin. C. H. RIGGIN .......... Law, Military Science, Ethics, La.tin. R. E. STALEY ......... Latin, Greek. A. E. WILLIAMS ....... Law, Military Science, Oratory, English, Collegian. G. L. WINSLOW ....... Surveying. JUNIOR CLASS. E. T. FELL ........... Physics, Military Science, English, Greek, Latin, Elocution. W. S. FITZGERALD ...... Economics, German, Military Science, Latin. G. GERING ............. Physics, :Military Science. R V. HOFFMAN ....... Latin, Military Scicnee. CALVERT MAGRUDER ..... Physics, English, Logic, Elocution, Chemistry, 1 History, Latin. G. W. SCHULTZ ........ Physics, Military Seience, Biology. SOPHOMORE CLASS. H. R. ANDREWS. . . . . . . Latin, Mathematics, Gem1an, History. G. CmLn .............. Latin, English, Chemistry, German. R. L. CHRISTIAN ....... Latin. F. P. HILL ............ Mathematics, Latin. R .. L. HOBBS .......... Latin. W. D. NOBLE .......... Latin. S. M. PHILLIPS ........ Mathematics. H. R. REEDER. . . . . . . . . French, English, Geology. W. W. WARNER ........ Drawing, Surveying, Chemistry, Military Science. �26 J • L. F· 0. D. C. OIBOULAB OF ST. JOHN'S COLLEGE. T B . ARTLETT .•..•... 27 FRESHMAN CLASS. . . English. C. CoHN • • · · · · • · · . . German Lit1"n A• HAUSE.····..... Shopwork. ' . B. MOWBRAY . . . . . . . . German, Lat" in. E. WALSH · · · · · · · · . . Lat" M a th ematics. . m, V. WILSON· · · · · · ..• Mathematics, Geology' German , Drawing. . • CIBOULAB OF BT. JOHN 'B COLLEGE. GENERAL INFORMATION. GENERAL REGULATIONS. A copy of the general rules of the college can be obtained upon application at the President's office. All students are required to be present promptly on the opening day of the session, but no students except those having special permits from the Faculty will be allowed in the College buildings before the regular day of opening. Each member of the Senior, Junior and Sophomore classes is allowed, in each term, as many absimces from recitations in any study pursued by him in the class of which he is a member, as there are prescribed recitations per week in that study; and for each absence above the number thus allowed, he will be given zero as a recitation mark. Each student of the Freshman Class is allowed in each term three absences from recitations, in each study in which four recitations per week are prescribed; two absences in each study in which three recitations are prescribed; and one absence in each study in which two recitations are prescribed. Excepting these cuts he will be marked zero for each and every absence whatever from recitations, and shall also receive ten demerits if the excuse for the absence is not satisfactory. In this case all absences owing to prolonged illness may be considered by the Faculty, upon the recommendation of the President, or upon the certificate of a recognized physician. .ABSENCE FROM COLLEGE . .Absence of athletic teams, glee clubs, delegates to the fraternity conventions, etc., is made the subject of special permission, for which application must be made, in every case before the absence, to the Faculty. .All omitted exercises, allowed or excused, rnust be rnade up within one week after the resumption of college duties, at a time and place appointed by the instructor whose exercises were omitted. The responsibility in this matter rests with �28 ' •CIRCULAR CIRCULAR OF ST. JOHN'S COLLEGE. given to the study of English. A full course in both French and German is required for every degree. No student will be permitted to discontinue any study, except at the close of the term, and then only at the written request of his parent or guardian. Students pursuing a select course may enter any class for which they are fitted, the number of their studies being subject to the direction of the Faculty. the st~dent. For special reasons the instructor may grant an ~xtens10n of the time beyond one week. In all cases a student ~s held responsible for preparation on omitted work whenever mvolved in review or examination. . Omitted exercises,_ not allowed or excused (or in any case, if not made up), will be counted as failures in reckoning a student's standing. CoURSElil OF STUDY. The College Course embraces five groups of studies for undergraduates, each occupying four years, viz. : 1. The. Classical and the Latin-Scientific, both of which lead to the degree of Bachelor of Arts. 2.. The Scientific, Mechanical Engineering and Civil Engine~rmg courses, which lead to the degree of Bachelor of Science. The scheme of study in the different groups arranged for the sake of comparison, in parallel columns, be found on pages 44 to 50. I'n order to obtain one of the above-mentioned degrees, a student must have completed satisfactorily the ~ourse as herein laid down, but for such as may not be studymg for. a degree, select courses will be arranged according to the option of the parents or guardians, subject to the approval of the Facul~y. On t~e successful completion of such special courses, certificates will be given. Post~graduate courses are arranged for those graduates who wish to become candidates for the Master's degree. will REMARKS ON COURSES. It is to. be _seen. that in the classical course, the study of Ma~hema~rns is discontinued after the Sophomore year, at which poi;rit the study of the sciences begins. The classical s~udent will thus devote some time to scientific study the part~cula~ br:inches being elective. Alr:m, the student of the Latm-Scienti:fic course' taking no Greek at all ' and d" . M iscont" Inumg athematics at the end of the Sophomore year enjoys a full~r course of English, and begins the study ~f Science earli~r than the ~lassie.al stu~ent. In the Scientific and Engineermg courses, m which neither Latin nor Greek is required . four year~ are given to Biology, Physics, Chemistry and t~ Mathematrns. Also, in the Scientific Course, three y'ears are 29 OF ST. JOHN'S COLLEGE. REQUIREMENTS FOR ADMISSION FOR SESSION OF BE AS FOLLOWS: \. (14 1913-14 WILL UNITS REQUffiED.) All candidates for admission to the College must offer satisfactory evidence of good moral character, and those coming from other colleges must present letters of honorable dismissal. A candidate who offers credentials from a recognized school showing that he has completed the requirements for entrance as given below will be admitted, provisionally, to th~ Fres~­ man Class. A candidate who does not offer credentials will be examined upon the work required for entrance. Whether a student enters by credentials or by examination, he is not given full standing until he has shown by doing satisfactory work that he is able to pursue a college course with success. The requirements for entrance are based up~n a four years' preparatory course of study, consisting of four subjects throughout the year. A year's work in a subject with five recitations per week constitutes a unit; four onehour recitations per week are considered the equivalent of five forty or forty-five minute recitations per week. Tke total requfrements for entrance is fixed at f oiirteen itnits. The units required for entrance to the various courses are as follows: LATIN -SCIE};TTIFIC. CLASlilICAL. Latin .......... 4 English ........ 3 Mathematics .... 3 History ........ 2 Greek .......... 2 units units units units units Latin ......... .4 English ........ 3 Mathematics .... 3 History ........ 2 Elective ..., .... : 2 units units units units units �r i11, '1 ~I :: , ao CIRCULAR OF ST. JOHN'S COLLEGE. CIRCULAR OF ST. JOHN '8 COLLEGE. SCIENTIFIC. Latin ......... .4 English ........ 3 Mathematics .... 3 History ........ 2 Elective ........ 2 units Mathematics ..... 3 units English ......... 3 units or Modern Language.2 units History ......... 2 units Science.......... 2 Elective ......... 2 units units units units units units ENGINEERING. Mathematics ....... 4 English ........... 3 Modern Language .. 2 History ... , ....... 2 Science ........... 1 Elective........... 2 units units units units unit units Fo~ the elective units the candidate may offer any work that is ac.ceptable for entrance, provided that the total num?er of umts do?s not exceed the maximum allowed in any subJe~t. The maximum number of units as follows : In English History and Civics, Latin, and Mathematics, four each. I~ Greek, French, German and Science three each If a cand"d ate for admission cannot present the total of ' . .I fou~een un.1ts he ~ay be allowed to enter the Freshman Class, pr~v1ded . his deficiencies do not amount to more than two nm~s, whrnh deficiencies must be confined to no more than tw subJ~cts. All entrance conditions must be made up as soon a~ possible, but not later t~an t~e end of the Sophomore year. _Blank forms for certification will be furnished approved High ~ch?ols ~nd Academies by the College. Certification b the Prmc1pal is to be made on these blank forms y Candidates fo7 entrance to an advanced class any of the c~urses are reqmred to pass examinations upon all studies of t e course, up to the point at which they seek admission T~e. Coll~ge Fa~ulty _will not make itself responsibie for pro~dmg _ mstruct10ns m subjects in which candidates for matr~culat10n may be conditioned, except in Latin and Greek a~~ m th?se ~ranches only in so far as the candidate show~ d1ligei:ice m h~s work, and a proper· appl'eciation of the struct1011 provided. in- in 31 REQUffiEMENTS FOR ADMISSION BY DEPARTMENTS. Mathematics. 1. Arithmetic; including the Metric System (one-half unit). Wentworth and Hill's High School Arithmetic is recommended for preparation. 2. .Algebra, (one and a half units). General Principles and Equations through Quadratics. Wells's New Higher Algebra is recommended for preparation. 3. Plane Geometry, (one unit). Five books. Wentworth's Plane Geometry is recommended for preparation. 4. Algebra, completed, and Solid Geometry (one unit). Algebra. Chapters 24-37 of Well's New Higher Algebra. Simultaneous equations of the second degree, the theory of quadratic equations, zero and infinity, indeterminate equations, ratio and proportion, variations, progressions, the binomial theorem for positive, negative and fractional exponents, undetermined coefficients, logarithms, compound interest and annuities, permutations and combinations. Geometry. Wentworth's Solid Geometry. Solution of original problems. English. The requirements in English include a course in Composition and Rhetoric (1 unit), the reading and study of classics on the regular list of College Entrance Requirements in English (2 units). English Grammar and Composition. The first object requires instruction in grammar and composition. English grammar should ordinarily be reviewed in the secondary school; and correct spelling and grammatical accuracy should be rigorously exacted in connection with all written :work during the four years. The principles of English composition governing punctuation, the use of words, paragraphs, and the different kinds of whole composition, including letter-writing, should be thoroughly mastered; and practice in composition, oral as well as written, should extend throughout the secondary school period. Written exercises may well comprise narration, description, and easy exposition �32 I. CIRCULAR OF ST. JOHN '8 COLLEGE. CIRCULAR OF ST. JOHN '8 COLLEGE. II. Shakespeare's Merchant of Venice; Midsummer Night's Dream; As You Like It ; Twelfth Night ; Henry the Fifth ; Julius Cresar. III. Defoe's Robinson Crusoe, Part I; Goldsmith's Vicar of Wakefield; either Scott's Ivanhoe or Scott's Quentin Durward; Hawthorne's House of the Seven Gables; either Dickens' David Copperfield or A Tale of Two Cities; Thackeray's Henry Esmond; Mrs. Gaskell 's Cranford; George Eliot's Silas Marner; Stevenson's Treasure Island. IV. Bunyan's Pilgrim's Progress, Part I; The Sir Roger de Coverley Papers in the Spectator; Franklin's Autobiography (condensed) ; Irving's Sketch Book, Macaulay's Lord Clive and Warren Hastings, Thackeray's English Humorists; Selections from Lincoln, including at least two Inaugurals, the Speeches in Independence Hall and at Gettysburg, the last Public Address, and the Letter to Horace Greeley, along with a brief memoir or estimate; Parkman 's Oregon Trail; Thoreau's Walden, or Huxley's Autobbiography and selections from Lay Sermons, including the address on Improving Natural Knowledge, A Liberal Education, and A Piece of Chalk; Stevenson's Inland Voyage and Travels with a Donkey. and argument based upon simple outlines. It is advisable that subjects for this work be taken from the student's personal experience, general knowledge, and studies other than Bnglish, as well as from his reading in literature. Finally, special instruction in language and composition should be accompanied by the concerted effort of teachers in all branches to cultivate in the student the habit of using good English in his recitations and various exercises, whether oral or written. Literature; The second object is sought by means of two lists of books, headed respectively Reading and Study, from which may be framed a progressive course in literature covering four years. In connection with both lists, the student should be trained in reading aloud and encouraged to commit to memory some of the more notable passages both in verse and in prose. As an aid to literary appreciation, he is further advised to acquaint himself with the most important facts in the lives of the authors whose works he reads and with their place in literary history. (a) Reading. The aim 6f this course is to foster in the student the habit of intelligent reading and to develop a taste for good literature, by giving him a first-hand knowledge of some of its best specimens. He should read the books carefully, but his attention should not be so fixed upon details that he fails to apprepriate the main purpose and charm of what he reads. FoR S•runENTS ENTERING 1913 AND 1914. The ·books provided for reading are arranged in the following groups, from which at least ten units* are to be selected, two from each group : I. The Old Testament, comprising at least the chief narrative episodes in Genesis, Exodus, Joshua, Judges, Samuel, Kings, and Daniel, together with the books of Ruth and Esther; the Odyssey, with the omission, if desired, of Books I, II, III, I:V, V, XV, XVI, XVII; the Iliad, with the omission, if desired, of Books XI, XIII, XIV, XV, XVII, XXI; Virgil's Aeneid. The Odyssey, Iliad, and Aeneid should be read in English translations of recognized literary excellence. For any unit of this group a unit from any other group may be substituted. 33 *Each unit is set off by semi-colons. .. V. Palgrave's Golden Treasury (First Series), Books II itnd III, with especial attention to Dryden, Collins, Gray, Cowper and Burns; Gray's Elegy in a Country Churchyard and Goldsmith's Deserted Village; Coleridge's Ancient Mariner and Lowell's Vision of Sir Launfal; Scott's Lady of the Lake; Byron's Childe Harold, Canto IV, and Prisoner of Chillon; Palgrave 's Golden Treasury (First Series), Book IV, with especial attention to Wordsworth, Keats and Shelley; Poe's Raven, Longfellow's Courtship of Miles Standish, and Whittier's Snow Bound; Macaulay's Lays of Ancient Rome and Arnold's Sohrab and Rustum; Tennyson's Gareth and Lynette, Lancelot and Elaine, and Passing of Arthur i Browning's Cavalier Tunes, The Lost Leader, How They Brought the Good News from Ghent to Aix, Home Thoughts from Abroad, Home Thoughts from the Sea, Incident of the French Camp, Herve Riel, Pheidippides, My Last Duchess, Up at a Villa-Down in the City. �34 CIRCULAR OF ST. JOHN'S COLLEGE. . 0IRCULAR OF ST. JOHN'S COLLEGE. (b) Study. 'l'his part of the examination pre-supposes a more careful study of each of the works named below. The examination will be upon subject-matter, form and structure, and will also test the candidate's ability to express his knowledge with clearness and accuracy. For this close reading are provided a play, a group of poems, an oration, and an essay, as follows: Shakespeare's Macbeth, Milton's L'Allegro, Il Penseroso and Comus; Burke's Speech on Conciliation with America, or Washington's Farewell Address and Webster's First Bunker Hill Oration; Macaulay's Life of Johnson, or Carlyle's Essay on Burns. Examination. However accurate in subject-matter, no paper will be considered satisfactory if seriously defective in punctuation, spelling or other essentials of good usage. The examination will be divided into two parts, one of which may be taken as a preliminary, and the other as a final. The first part of the examination will be upon ten units chosen, in accordance with the plan described earlier, from the lists headed Reading; and it may include also questions upon grammar and the simpler principles of rhetoric, and a short composition upon some topic drawn from the student's general knowledge or experience. On the books prescribed for reading, the form of the examination will usually be the writing of short paragraphs on several topics which the candidate may choose from a considerable number. These topics will involve such knowledge and appreciation of plot, characterdevelopment, and other qualities of style and treatment as may be fairly expected. In grammar and rhetoric, the candidate may be asked specific qriestions upon the practical essentials of these studies, such as the relation of the various parts of a sentence to one another, the construction of individual words in a sentence of reasonable difficulty, and those good usages of modern English which one should know in distinction from current errors. The second part of the examination will include composition and those books comprised in the list headed Study. The test in composition will consist of one or more essays, developing a theme through several paragraphs; the subjects will be drawn from the books prescribed for Study, from the candi- 35 dat~ 's other ~tudies, and from his personal knowledge and exq1:ite apart from reading. For this purpose the examme~ w1ll provi~e several subject~, perhaps five or six, from which the candidate may make his own selections. The test on t~e books prescribed for study will consist of questions ~pon theff content, form and structure, and upon the meanmg of such word~, phrases and allusions as may be necessary to ~n under~t.andmg of the works and an appreciation of their salient ~uahties ?f style. General questions may also be asked con?ernmg ~he lives of the authors, their other works, and the p~riods of literary history to which they belong. perie~ces History. 1. Ancient History (one unit). Spe~ial attention to Greek and Roman history, but inclu~mg also a short introductory study of the more ancient nations and the chief events of the early Middle Ages, down to the death of Charlemagne ( 814). 2. Medieval and Modern European History (one unit). From the death of Charlemagne to the present time. 3. English History (one unit) . 4. American History and Civil Government (one unit). The ~xaminatio~ in history will be so framed as to require comparison and Judgment on the pupil's part rather than mere memory. The examinations will pre-suppose the use of good_ text-books, at least 600 duodecimo pages of collateral readmg, and practice in written work. Historical novels pl~ys or poems will not be accepted in fulfilmen11 of the re~ qm_rement of c~llateral reading. The methods of instruction which the exammatio~s in !fist~ry and Civil Government presuppose are substantially identical with those set forth in A History Syllabus for Secondary Schools (D. C. Heath & Co.); and the references for collateral reading given in that manual may be taken as indications of the kind of collateral reading that should be done. These requ_ire~ents are the same as those of the College Entrance Exammat10n Board in History a b c •l ' • ' ' ' u. �---- ---------- CIRCULAR OF ST. JOHN'S COLLEGE. CIRCULAR OF ST. JOHN'S COLLEGE. FOREIGN LANGUAGE. 36 2. Second year (one unit) : · French II of the College curriculum must be absolved. N. B.-The courses in German and French as offered in the College are found on pages - to - of this catalogue. Latin. · 1. First year Latin (one unit.) The grammars of Allen and Greenough, Bennett, or Gildersleeve are recommended for preparation. Especial attention should be paid to the forms, vocabulary and syntax. 2. Cresar first four books of the Gallic War (or Rolfe and Denni~on's Junior Latin Book). (One unit.) Continued attention to forms and sentence structure. Latin Composition. Quality of preparation should always be emphasized. 3. Cicero, six orations (one unit). The four orations against Cataline, the Archias, and the Manilian Law are recommended. Latin Prose Composition. Arnold's Latin Prose Composition, lessons 1-23, or Jones' Latin Prose Composition, lessons 1-20, is recommended for preparation. The translation of easy passages at sight from Latin into .English. 4. Virgil, Aeneid, six books (one unit) . Syntax, versification, prose composition and sight reading. Greek. 1. Gramar (one unit). A thorough knowledge of declensions and conjugation of regular verbs. White's First Greek Book is recommended for preparatory study. 2. Reading (one unit). Four books of Xenophon's Anabasis. For one book of Anabasis, one book of Homer may be substituted. Gerrnan. l. First year (one unit) . German I of the College curriculum must be absolved. 2. Second year (one unit) . German II of the College curriculum must be absolved. French. 1. First year (one unit). French I of the College curriculum must be absolved. 37 SCIENCE. For the required units in Science, Physics and Botany are recommended, but Chemistry, Zoology, Physiology and Physical Geography may be offered. About one-half of the time given to a subject should be devoted to laboratory work, two periods of which are counted as equivalent to a prepared recitation. SPECIAL PRE-MEDICAL COURSE. After January 1st, 1914, students desirous of entering the Medical School of the University of Maryland will be required to present one year of college credits in Chemistry Biology and Physics, and one Modern Language or two years: work in a college of Liberal Arts, in addition to the accredited four years' High School Course. To meet this demand a Special Course, embracing the above studies will be offered to students contemplating the study of Medicine. EXAMINATIONS FOR ADMISSION. The regular examinations for admission are given according to the following schedule : 1913. THURSDAY, SEPT. 18-9.00 a. m., Latin; 2.30 p. m., Greek. FRIDAY, " 19-9.00 a. m., English and History; 2.30 p. m., Science. SATURDAY, " 20-9.00 a. m., Mathematics. 1914. WEDNESDAY, JUNE 3-9.00 a. m., Latin; 2.30 p. m., Greek. THURSDAY, " 4--9.00 a. m., English and History; 2.30 p. m., Science. FRIDAY, " 5-9.00 a. m., Mathematics. �38 CIRCULAJR OF ST. JOHN'S COLLEGE. RE-EXAMINATIONS AND EXAMINATIONS OF CONDITIONED STUDENTS. Students having examinations to pass or conditions to make up will present themselves for examination according to the schedule of examinations for admission. Those ~ailing to report on the appointed days will be held for their conditions and will not be allowed to proceed with their studies in a higher class. Candidates for admission to any higher class must be examined in all previous studies of the class they enter. FACULTY ADVISER. I. Every student on entering the college shall be assigned by the President of the college to some member of the Faculty, who is to act as his adviser, and give him helpful counsel relating to his college life. II. Each new student at the beginning of his first term is required to submit to his adviser, upon two printed forms, a list of his studies for the ensuing term. Each old student shall fulfill the same condition at the close of each term. ·III. The adviser shall indicate by his signature his approval of the list of studies submitted, and shall then hand the cards to the Secretary of the Faculty, who shall see if all back work is included, and shall indicate his approval by his signature. IV. The recitation rolls shall be made up from these cards alone, when they have been so approved. One card shall be retained by the Secretary of the Faculty and the other returned to the student. TERMS AND VACATIONS. The Annual Commencement of i<he College takes place on the third Wednesday in June. ~. The collegiate year begins on the third Wednesday in September and ends on the third Wednesday in June: The year is divided into two equal terms. The regular vacations· extend from the third Wednesday in June to the third Wednesday in September, from the 23rd of December to the first Monday in January, both inclusive, and from the Wednesday before Easter through the Wednesday . CIRCULAR OF ST. JOHN'S COLLEGE. after Easter. The day of' Public Thanksgiving, appointed by the Governor of Maryland, or by the President of the United States, is also a holiday. DEGREES. The following academic degrees are conferred by the College: . 1., The degree of Bachelor of Arts, conferred after the satisfactory completion of the Classical course. 2. The degree of Bachelor of Arts, conferred in like manner upon graduates in the Latin Scientific course. 3. T~e degree of Bachelor of Science, conferred upon gr~d­ uates m the Scientific course and upon graduates in the courses of Mechanical and Civil Engineering. 4. The degree of Master of Arts, conferred after the completion .of the Post-Graduate course, and upon the recommendation of the Faculty. Candidates for this degree are required to select at least two of the departments of study specified in this catalogue and under the direction of the professors of these depart~ ments to pursue their studies for the two years of the PostG~aduate course, submitting to them such essays, or undergomg sue~ oral ?r w~itten examination, as may be required to test their quahficat10ns for this degree. . Any graduate of the College who shall have been admitted · a m~mber of ?ne of the learned professions,. or who shall have ob~am~d a diploma from any Law, Medical, Theological, or Scientific school, shall be entitled to the Master's degree three yea~ after his graduation. The degree of Master is not conferred in. course, but only on evidence of proficiency in advanced studies as above indicated. HONORS. First and second honors on graduation day are given to those stude:pts,_ respectively, who shall have obtained the highe~t a:iid next highest average mark in all studies from the begmmng of the Sophomore year. �40 CIRCULAR OF ST. JOHN '8 COLLEGE. REGULATIONS FOR .ACADEMIC.AL COSTUMES. .All candidates for degrees are required to wear, oh Commencement Day a black silk or stuff gown of the shape and pattern adopted by the Board of Visitors, also an academical . cap of the usual pattern. Graduates are also entitled to wear hoods of the followmg description: B . .A.-.A hood of black stuff, lined with black silk, edged on the inside with a narrow border of old gold silk. B. Sc.-.A hood, as above, edged on the inside with cardinal · silk. M. .A.-.A hood of black silk with a full lining of old gold silk. PH. D.-.A hood of scarlet cloth with a full lining of pale yellow siik. L. H. D.-.A hood of scarlet cloth with a full lining of gold · silk. LL. D.-.A hood of scarlet cloth with a full lining of cardinal silk. . D. D.-.A hood of scarlet cloth with a full lining of white silk. Members of the Faculty of St. John's College who have. been graduated from some other college or university are entitled by order of the Board of Visitors and Governors, to wear 'the same gowns and hoods, respectively, indicative of their degree, as those who are graduates of this college. LITERARY SocmTms. There are two Literary Societies (the Philokalian and the Philomathean) among the students, which afford opportunities for the cultivation· of composition and debate. An oration is usually delivered before the societies, upon the Monday and Tuesday preceding Commencement Day, by some gentleman selected by them. · No student shall be graduated from the college who shall not have made satisfactory adjustment of his financial obligations to the literary society of which he has been a member. . The Collegian, a weekly newspaper, is published by. students of the College. Those students who serve upon the Collegian board, and satisfactorily fulfill the~r obligations, are awarded hours of credit in the English department. CIRCULAR OF ST. JOHN'S COLLEGE. 41 PUBLIC wORSHIP AND RELIGIOUS l:N"STRUCTION. The exercises of each day are opened with the reading of the Scriptures and prayer in the College Chapel. During the period of a student's residence at college every opportunity will be afforded for the fullest development of the Christian character. The study of Christian Evidence is assigned an important part in the college curriculum. All stm;lents are required to attend public worship on Sundays and at other times at such church as their parents may direct . .Arrangements have been made by the college authorities with the clergy of the several denominations of .Annapolis, by which students may enjoy the adv;:mtages of special fustructio:p. in the tenets of their respective churches. The President holds a Bible Class every Sunday morning in the College Chapel from 9.45 to 10.30, to which all students of whatever denomination are invited. THE COLLEGE YOUNG MEN'S. CHRISTIAN Afi!SOCI.A.TION. This organization is strongly represented. A large majority of the students of the college take an active interest in promoting the objects of the .Association, and it is generally recognized as contributing in many ways to the welfare and safety of young men freed from parental restraint. A comfortable suite of rooms is provided in the college buildings for the use of the .Association as a place of meeting for religious purposes and as a reading room. EXAMINATIONS. Written examinations on the studies of the entire term are held at the close of each term. The marks of these examinations are combined with the marks for daily recitations, to make up the student's standing for the term. .Any student, whose examinations at the close of a year shall evince an incapacity on his part to pursue with advantage the studies of the class to which he belongs, will have offered to him on the. first day of the next year, an opportunity to retrieve his lost position, and in default of doing so, will be reduced to a lower class. .A student deficient in knowledge, or persistently neglectful of any study, is at any time liable to be reduced to a lower class in that study. �42 CIRCULAiR OF ST. JOHN'S COLLEGE. No special examination is granted except upon a physician's certificate of sickness on the · day of examination, or other cause which the Faculty may accept as adequate ground. ' MERIT RoLL. A. merit roll is kept, and each recitation is noted on the grade of from 0 to 5. In order to pass from a lower to a higher class in any study, each student must obtain an average of 3.0 on the recitations and on tl;Le examinations of the whole session. This average is arrived at by taking twice the recitation mark, adding thereto the examination mark and dividing the result by 3. [ 2R-t-E ] [FORMULA, - 3 AVERAGE.] Provided also, that the examination mark in that study be not less than 2. 75. In all examinations granted under special conditions, a mark of 3.25 is required as a ·satisfactory or passing mark. Demerits will be given for absences not excused, and for violations of college regulations. Reports respecting conduct and scholarship will be sent every month to the parents or guardians of students. Whenever any student of the College has 100 demerits for any term, or 150 for the year, he must leave the institution. Members of the Freshman Class are allowed 125 demerits for the first term, and a maximum of 200 for the whole year. Certificates of Distinction of the First and Second Grade are presented to those students in any class who shall have obtained an average of 4.5 and of 4, respectively, in all their studies, and shall have been satisfactory in conduct for the academic year. Students who have obtained an average of 4.5 in any one branch of study are honorably mentioned ; but no student is honorably mentioned, nor is any certificate of degree conferred upon any student who has failed to receive the passing mark (3) in any study for the academic year. HONOR SYSTEM. Resolutions, approved by the Faculty, have been adopted by the whole body of students to introduce and enforce the honor system in the recitation rooms, and also during ex. aminations. CIRCULAR OF ST. JOHN'S COLLEGE. 43 EXEMPT SYSTEM. The Faculty has approved the following plan of exemption fr?n;t term examinations. A term average of 4.00 shall be a mm1mum ~ra~e on which a student may be exempted from term exammat10ns. Under this system no zeros in excess of cu~s may be excused, but students whose grades have been lowered by necessary absence may; under direction of the Instructor, make up their work, and the zeros shall then be of no effect. ATHLETIC ELIGIBILITY. No student who has failed in the preceding month to reach an average of 3.00 in each study, in a course amounting to twelve hours per week, shall be allowed to represent the college on any athletic team in any public contest It is provided, however, that any student so debarred may at t~e end of ~o weeks, require from the professor of that subJect for which he was debarred, his average for these two weeks: I~ .the average is three, or above, for that time, then the disability shall be removed. �004 :t COLLEGIATE COURSES.-Arranged by Years and Terms. CLASSICAL COURSE. LATIN SCIENTIFIC COURSE. SCIENTIFIC COURSE. Leading to Degree of Bachelor of Arts. Leading to Degree of Bachelor of Arts. Leading to Degree of Bachelor of Science. TABULAR VIEW. TABULAR VIBW. TABULAR VIBW. - Hours Per Week FRESHMAN I Greek I .............. Math. I ............... English I. ............. History I. ............ Term. FRESHMAN 4 4 3 3 4 4 3 3 Latin German I ............. Math. I ............... English I. ...........• History I. ............ 18 18 ---- SOPHOMORE Term. -I. .............. 4 II -4 -4 - Latin I ................ I 3 3 4 4 2 2 3 3 4 4 2 2 -- -1818 II -- 4 4 3 3 4 4 4 3 3 18 ' For plan of Civil Engineering Course, see page 47. I German I ............. Math. I ............... English I .............. History!. ............... 4 4 3 3 -3 -3 - Geology ...............•. II 4 4 3 3 -- -17 17 4 3 3 4 2 2 4 3 3 4 2 2 18 ---- s ~ ~ ~ ~ i di 8 SOPHOMORE 18 Chemistry I. .......... Latin II. ......••...... Gerinan II ............ Math. II ............. English II ............. History II ........... Term FRESHMAN 18 ---- SOPHOMORE Greek II .••... Latin II .••.....•...... German I ............. Math. II ............... English II .......•..... History II ........... Hours Per Week Hours Per Week Chemistry I .•......... French I ......... :... '·. German II ............ Math. II .............. English II ............. History II ............ 4 4 3 4 2 2 4 4 3 4 2 2 -~ ~ ---18 18 For pl11on of Mechanical Enirineering Course see page t8. COLLEGIATE COURSES-Continued. CLASSICAL COURSE. Leading to Degree of Bachelor of Arts. LATIN SCIENTIFIC COURSE. Leading to Degree of Bachelor of Arts. Leading to Degree of Bachelor of Science. TABULAR VIEW. TABULAR VIEW. TABULAR VIEW. Hours Per Week. Term. I I II JUNIOR. 4 Physics I. .............. . English III. ......... . Logic!. ............ . Elocution ............ . Economics I. ......... . Mil. Science .......... . Required ........ . Electives .......... . 10 8 4 2 2 2 18 - 2 2 2 1 I 11 7 Greek ill............... Greek IV ............... Latin m ............... La tin IV ............... Math. III.. ............. Math. IV ............... Mechanics ............ Surveying; ............ Physics II........ :..... Des. Geometry ..... 3 2 2 2 3 3 3 3 2 3 Hours Per Week. Term, I I II JUNIOR. Physics I. .... . English III. .......... . Logic I. .............. . Elocution ........... . Economics I. . . . . . . .. . Mil. Science ......•.••. Chemistry II. ......•.. Required ...... . Electives ........ . 18 ELECTIVES. German II............. 3 German ill............ 2 English IV ............ 2 History ill............ 2 Economics TI ........ 2 Chemistry!... ........ 4 Chemistry II.. ....... 3 Biology I ............... 4 Biology II .............. 3 French II.............. 3 SCIENTIFIC~COURSE. 4 2 2 I - 4 2 2 1 1 - - - -11 10 3 7 8 ---18 18 ELECTIVES. GreekA ................ 3 GreekB ................. 3 Latin ill ............... 2 Latin IV ............... 2 Math. m ............... 3 Ma th. IV ............... 3 Mechanics ............ 3 Surveying ............ 3 German III .......... : 2 EnglishIV ............. History ill ............ Economics TI........ Biology I ............... Biology TI.............. Chemistry TI ......... Chemistry ill........ Physics TI.............. French II.............. Des. Geometry ...... Hours Per Week. Term. Physics I. ............ . Logic .................. . Elocution .....•....... Economics I .......... . Mil. Science ......... . Chemistry II ......... . Biology I ••••.......... 4 2 2 4 _:. 2 2 ~ 4 4 :3 Required ........ . Electives ...•..• 15 3 16 2 § z I JUNIOR. I 3 II 1 3 I 18 18 ELECTIVES. 3 2 2 4 3 2 3 2 3 3 Math. III.. ............. Math. IV ............... German ill............ English III.. .......... History ill............ Des. Geometry ...... Surveying ............ 3 3 2 2 2 3 3 English IV ............ Economics II........ French TI............. Physics II ..... ;........ Biology II.............. Mechanics ............ Drawing!... ........... Drawing TI ............ For plan of Civil Engineering Course, see page 47. For plan of Mechanical Engineering Course, see page f8. French I is required in all courses; it may be taken in either the Junior or Senior year unle1111 otherwise specified. 2 2 3 2 3 3 3 3 ~ UJ Co.! tD 8: ~ ~ 11=>- ci: �- COLLEGIATE -- ·--· COURSES-Continued. ~ CLASSICAL COURSE. Leading to Degree of Bachelor of Arts. LATIN SCIENTIFIC COURSE. Leading to Degree of Bachelor of Arts. SCIENTIFIC COURSE. Leading to Degree of Bachelor of Science. TABULAR VIEW. TABULAR VIEW. TABULAR VIEW, Hours Per Week. Term. I I II SENIOR. Law ................. . Mil. Science . . . . .. .. .. Ethics ............. .. Oratory .............. . 1 1 2 1 Required ........ ·I 5 Electives. . . . . . . . 12 SENIOR. Law ......... . Mil. Science ......... .. Ethics ............... . Oratory ............. . 1 1 2 1 I Hours Per Week. Term. I I II -- Required . . .. .. .. I 5 5 Electives. . . . . . . . _!_. ~ 2 5 12 17 I 17 1 3 2 2 2 3 3 3 3 2 3 17 German II ............. German III ............ English IV ............ History III ............ Economics II ........ Biology L ............. Biology II.............. French II .............. Chemistry I.. ......... Chemistry II ......... Greek A ............... Greek B................. LatinIII ............... Latin IV ............... Ma th. III ............... Math. IV ............... Mechanics ............ Surveying ............ German III ............ 3 2 2 2 2 4 3 3 4 3 1 1 2 1 1 1 3 2 1 3 8 9 8 9 Required ....... . Electives ...... . 17 I 17 17 ELECTIVES. ELECTIVES. Greek III.. ............. GreekIV ............... LatinIII................ Latin IV ............... Math. III.. ............. Math. IV ............... Mechanics ............ Surveying............. Physics II .............. Des. Geometry ...... SENIOR. Law ................ . Mil. Science .......... . Ethics ............. .. Oratory ............ .. Chemistry III ........ . 1 1 2 1 1 1 2 1 Hours Per Week. Term. I I II Math. III.. ............. Math. IV ............... German III.. .......... English IV ............ History III.. .......... Des, Geometry ...... Surveying ............. ~ ~ ~ ~ ~ ~ ~ if, I 0 ELECTIVES. 2 English IV ............ 2 2 History III.. .......... 2 2 EconomicsII ........ 2 2 Biology I ............... 4 3 Bfology II.. ............ 3 3 Chemistry II ......... 3 3 Chemistry III ........ 3 3 Physics IL ............ 2 2 French II .............. 3 Des. Geometry ...... 3 0 3 English IV ............ 2 3 Economics II ........ I 2 French II .............. 3 2 Physics II.. ............ 2 2 Biology II.. ............ 3 3 Mechanics ............ 3 3 Drawing!.. ............ 3 Drawing II ............ 3 For plan of Civil Engineering Course, see page 47. For plan of Mechanical Engineering Course, see page 48. French I is required in all courses: it may be taken in either the Junior or Senior year unless otherwise speci1led. ·' ~ "' " ~- ."' g " s "' s >--3 g. e. ~ " ~ "" "' & ~ "' ~ s· 0 c ~ ~ .... oo :::-:;rs~ "tj «'< ::>"S ::i~ trj Ul llQ .'1 "' ,. P' .... 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"" • "" "" ;... ·if 0 ~ ... 0 ::q z ~ .. z = 0 .... 0 ti-4 "" Ul 0 0 0 t< t< 00 0 ~ 0 0 0 c:: = 00 ~ ~ (6' ~ I:::s 0 l:!:I "" l:rj 0 l:rj 0 >tl ~ I~ = . . I ... 3 .. Z ";J Ul CD ~ H 1-'3 ct> 'tj ct> CD ~ ~ t< t"' ~ l:rj 0 UJ. H H'< llQ El H H H CD H ...... > H .0. z 8 ~ ct> ct> H l-'31 CD "O -·= t:>"i:l ct> .... "" 0 ~ q 0 I:::s ~~ . . = ~ g, s z !:'... '< i:>"'~-·ct>~ ...... ................ = 0 ...... 00 = II' jl> .... ~~1P"' ~ g; ::;ra·"'"'·~'"-1"'"'". 0 -· llQ t::$ ~· .... "" "" Nl Nl "" .... 1-'3 ~G. 0 ·m ~ ~e,g = § = :::::~ 00 .,. t:1 "'0 i::"' f'°CD l:rj'"' iB 0 t:1 ct> Hl-'31 ct> CD i:l ~::i:l~l:rj ~g-1» :=.:ol:>"':;i::~.« "" "' ~ ~ ti-41--11--1 I:::s ~"O. . ~ ~ 1-'3 0 o o°;;l -·;:rc..g..-· .,.,. a: "'~ • a o·~o ~ t-1•&3 e. riJ',-.. rL "' g. ~ -..-..... "": "" "" Nl "" ...... .... "" "" s· "' 0 :::-:El ., l1J "' 9. § >:rj l:rj 0 0 ~ "' p; 0 [J:J ~ I:>"~ I:>" '<P"::S::l~H ~ z ...... ;. ~ Q c:: "" .......... c.. ~ 0 .... ...... '<OS»~"' HOO::S "' § I:>" -~ :;i::l:rj0~t:1~ -·=ct> ct> .... !» ~llQ .... 0"" .... 1-'3 =- """'"' t:>"I>'"" = 0 t-l•ti-4~ 1-1~ t-1•filf1".~" 0 Q "' "' ~P:l~ 0 '"' --t:>"i:ro"" S'ct> §§:--"'r;1ct>..,1tiCDo ----:-----==--~---=--·"'-,__,_..., t_rj Q t_rj • ?'-' ~"O.. 8 = ~ ;;l >-<l-'31 ct> ct> ~ SCHEDULE OF RECITATION PERIODS. Hours 8 MONDAY TUESDAY WEDNESDAY THURSDAY Greek III English IT Mathematics B German III Mathematics IV Kinematics, Materials, Graphic Statics English IV History Il Greek i l l Mathematics III English A Mathematics B German III Drawing I Mathematics III English A Mathematics B Latin III Kinematics. Materials, Graphic Statics English IV History II Greek III Mo.thematics III German III English A Mathematics B Kinematics, Materials, Graphic Statics History I English II Bridge Construction English A Latin III Biology II Scienee B Mathematics I GermanII Greek II Biology I" History A Mathematics II (2nd division) EnglishB Drawing II Latin A Latin C LatinD Mechanics Economics II GermanA Drawing I Mathematics I German II GreekII Biology I History A Mathematics II (2nd division) EnglishB Drawing II Mathematics I Greek II Chemistry II Mathematics II (2nd division) EnglishB Latin IV Kinematics, Materials, Graphic Sta tics Mathematics I German II GreekII Biology I History A Mathematics II (2nd div!sion) EnglishB Drawing II Mathematics II Physics I French II Greek A Arithmetic HistoryB Bridge Construction Geology Machine Design Drawing II English I Latin A Mathematics II Latin C Physics I LatinD French II Mechanics GreekA History III Civics. 2nd term } Drawing II Science A, !st term Geology HistoryB German A B1idge Construction English I English I Mathematics II Mathematics II French II Ethics Civics, 2nd term } Greek A Science A. 1st term Arithmetic Physics I Economics I Machine Design History B Greek A Drawing II Descriptive Geometry, 1st term Surveying, 2nd term LatinII French I Mathematics A GreekB History I Machine Design Economics I Ethics Mathematics A GreekB Drawing I Latin A Latin C LatinD Economics II French I German A Mathematics IV Machine Design --- 9 - FRIDAY ~ ~ 0 ";J Ul -~ ...... 0 z ~ 10 --- 11 Descriptive Geome- ~ try, 1st term Surveying, 2nd term LatinII French I Mathematics A GreekB History I Physics II di 8 ~ t_rj Q .t_rj Descriptive Geometry, -1st term Surveying, 2nd term Latin II French I Mathematics A GreekB Physics II Drawing I t """ ~ ___., --- -- ZFTEZCE: ~~·--· -- --- -- '1 �50 CIRCUIIAB OF ST. JOHN'S COLLEGE. CIRCULAR OF ST. "JOHN'S COLLEGE. 51 DEPARTMENTS. The course of instruction embraces the departments following: I. Mental and Moral Science-Including Metaphysics, Ethics, Natural and Revealed Religion and the Evidences of Christianity. II. History and Economics-Including Medirnval, Modern and Constitutional History; and Economics, Politics and Sociology. III. English-Including English and American Literature, English Language, Composition, Debating and Oratory. IV. Ancient Languages-Including the Greek and Latin Languages; Antiquities and Mythology, and the History of Greek and Roman Literature. V . .1.lfodern Languages-Including the French and German Languages and Literature. VI. Mathematics-Including Pure Mathematics, Mechanics, and Surveying. VII. Engineering-Including Civil and Mechanical Engineering. VIII. Chemistry and Physics. IX. Biology and Geology. X. Law-Including Constitutional and International Law. XI. Military Science and Tactics. DEPARTMENT OF MENTAL AND MORAL SCIENCE. Ethics-The study of ethics, which extends through the :first term, embraces the study of psychology, also the consideration of pure morality and positive authority, the latter including civil government, with the doctrine of the State, divine government and family government. Christian Evidences-A course of study on Theism, Christian Evidences, and the religions of the world extends through the second term of the Senior year, two hours per week. �~ ;·1 '., --- ---~~---- -~ 52· CIRCULAR OF ST. JOHN'S COLLEGE, DEPARTMENT OF HISTORY AND POLITICAL ECONOMY. Professor E. E. Lincoln. The following courses will be given : I. History. 1. Medireval Europe-The History of Euro:pe from the Fall of the Western Empire to the Reformation. Recitations, extensive collateral readings, notebooks, and occasional maps. Three hours a week during the first term. Required of all Freshmen. 2. The Reformation-A continuation of Course 1 to A. D. 1648. Occasional lectures are given and reports are required of the class. Three hours a week during the second term. Required of all Freshmen. 3. The French Revolution and Napoleonic Era-By means of lectures and reports this period will be connected with Course 2. The work will consist of recitations, reports, collateral reading, notebooks, and lectures by the instructor. Two hours a week during the first term. Required of all Sophomores. 4. Nineteenth Century Europe-A continuation of Course 3. Required of all Sophomores. · · 5. Advanced English History to A. D. 1558..::._The course will consist of a careful study of English Political History, with special emphasis placed upon economic and constitutional development. Lectures, reports, and collateral readings will largely take the place of daily recitation. Two hours a week during the first term. Elective for Juniors and Seniors. 6. English History from A. D. 1558 to the Present Time -A continuation of Course 5. Extended reports based upon investigation of the sources will be required. Elective for Junior and Seniors. 7. American Government and Politics-A study of the actual workings of federal, state and local government and of party organization in the United States. Two hours a week during the first term, alternating with Course 5. 8. Advanced American History-Some special period of American History, such as the Colonial Period, the Revo~ lutionary Period, etc., will be given to suit the needs of the class. Two hours a week during the second semester, alternating with Course 6. CIRCULAR OF ST. JOHN'S COLLEGE. 53 II. Economics, Political Science, and Sociology. 1 and 2. Principles of Political Economy-A survey of the general field of Economics by means of recitations, re. ports, informal discussions and lectures. Two hours a week throughout the year. Required of all Juniors. 3. Political Science-A brief study of the origin and development of political institutions, with a survey of contemporary governments, and a consideration of the functions of the State. Two hours a week during the first term. Elective for Seniors. 4. Sociology-A study of the principles underlying human society, including an attempt to interpret social problems in the light of psychology and ethics. Two hours a week during the second semester. Elective for Seniors. 5, 6 and 7. Two hour courses in Money and Banking Economic. History or Taxation and Finance will be offered for the benefit of Seniors in place of the advanced courses in History, should there be a sufficient demand. DEPARTMENT OF ENGLISH. Professor S. Gunn. The work of the year consists of the following : English I. (a) Rhetoric and Composition. A study of Words, Sentences and Paragraphs; of Description, Narration and Exposition. Weekly themes. English II. History of English Literature from its beginning to 1700. Monthly essays required. Two hours a week. Required of all Sophomore!'!. English Ill. History of English Literature, 1700-1900. Lectures, Reading Course, and Essays. Two hours a week. English IV. (a) American Literature. Lectures. Supplementary reading and reports. �-- 54 CIRCULAR OF ST. JOHN'S COLLEGE. (b) English Prose Fiction. HiE!torical and Structural Study of the Novel and the Short Story. Lectures, Assigned Readings, and original papers. Two hours a week. Elective for Juniors and Seniors after completjon of English III. (a) and (b) are given in alternate years. Logic. Processes of deductive and inductive reasoning; the syllogism, fallacies. The principles of formal logic are constantly applied in the solution of problems. Or English Philology. Historical sketch of the English language, with attention to the changes in word formations, orthography, and phonology. Two hours a week during the first term. Required of all J liniors. Elocittion. Principles of public speaking. Drill in the management of the voice, articulation, inflection, emphasis, and gesture. Special training for prize contest. Two hours a week during second term. Required of all Juniors. Oratory. Study of oratorical models, practice in oratorical composition and delivery. Special training for oratorical contests. One hour a week. Required of all Seniors. DEPARTMENT OF ANCIENT LANGUAGES. Professor White. Professor Rippere. LATIN LANGUAGE AND LITERATURE. Latin. The study of Latin extends throughout the Classical and Latin Scientific courses. In the work of the Freshman year special attention is given to the structure of the Latin sentence, as illustrated in select portions of the writing of Cicero, Livy, and Horace, and as unfolded through frequent written and oral exercises in Latin prose composition. But the chief object of the course is the study of Latin literature, through a critical reading of selections from the most important authors in historical succession. CIRCULAR OF ST. JOHN'S COLLEGE. 55 Latin I.-Four hours per week. Freshmen, first term, Livy: Selections from Books XXI and XXII. Latin Prose Composition. Second term, Terence, Phormio : Plautus, Trinummus. Latin Prose Composition. ' Latin II.-Three hours per week. First term, Odes and Epodes of Horace ; Mythology and Prose Composition. Second term, Letters of Cicero, Collateral Readings and Reports on Special Topics, and Prose Composition. Latin III.-Two hours per week. Collateral Readings, and Reports on special topics. First term, Satires of Juvenal. Second term, Cicero : De Officiis. Latin IV.-Two hours per week. Lectures on Latin Literature and Collateral Readings. First term, Annals of Tacitus. Second term, Lucretius: De Rerum Natura. GREEK LANGUAGE AND LITERATURE. Professor White. Greek-The student will have daily exercise, both orally and at the blackboard, in translating into Greek. Such a drill will be given upon every point of grammar, that this subject will be thoroughly mastered. Lectures will be· given in the Freshman and Sophomore classes upon Greek Mythology, Manners and Customs, and History of Greek Literature and Greek Art. During the Sophomore and Junior years, daily practice will be had in reading at sight. In addition to the prescribed course, one weekly exercise, illustrative of the style and the vocabulary of the author read, will be required. An advanced course may also be pursued in the Senior year. Greek !.-Freshman Class. Four hours per week. Homer's Iliad and Odyssey, first term. Xenophon's Memorabilia, second term. Prose Composition throughout the year. - ~ ' �CIRCULAR OF ST . .JOHN'S COLLEGE. 56 I ! I CIRCULAR' OF ST . .JOHN'S COLLEGE. Greek lI.-Sophomore year. Three hours per week. Herodotus, Books VI and VII, first term.· Plato's Apology and Crito, second term. Prose Composition throughout the year. Greek lII.-Three hours per week. Demosthenes : De Corona; first term. Aristophanes and Euripides, second term. Greek lV.-Two hours per week. Sophocles, and lectures on the Attic Theatre, first term. Aeschylus; Review of Greek Literature; second term. DEPARTMENT OF MODERN LANGUAGEiil. Professor Sohumaoher. German 1.-Four hours per week. a. Vos' Essentials of German. b. Reading: Gerstacker's Germelshausen. Heyse's L'Arrabbiata. Storm's Immensee. Zschokke's Der Zerbrochene Krug. c. Prose Composition throughout the year. German lI.-Three hours per week. a. Reading: Heyse's Die Hochzeit auf Capri. Wildenbruch's Das Edle Blut. Baumbach's Sommermarchen. Wilhelm's Einer Musz Heiraten. b. Prose Composition throughout the year. German Ill.-Two hours per week. a. Reading: Keller's Kleider Machen Leute. Riehl 's der Fluch der Schonheit. Sudermann's Teja. Heine's Harzreise. Schiller's Wilhelm Tell. b. Private reading. c. Prose Composition throughout the year. Or An elective course in Scientific German for those students who have completed German II, or its equivalent. Two hours per week. 57 Lassar-Cohn 's Die Chemie im taglichen Leben. Walther's Allgemeine Meereskunde. Von Helmoholtz's Uber Goethe's naturwissenschaftliche Arbeiten. French 1.-Four ho;urs per week. a. Grammar: Fraser and Squair, Part I. b. Reading: Dumas' L 'Evasion du Due de Beaufort. Verne's Les Enfants du Capitaine Grant. Labiche 's Le Voyage de M. Perrichon. Pailleron 's L 'Etincelle. c. Prose Composition throughout the year. French lI.-Three hours per week. a. Modern French Writers: Dumas, Daudet, Maupassant, Coppee, Vigny, Sand. b. Classics: Corneille's Le Cid. Moliere's L'Avare. Racine's Andromaque. c. Prose Composition throughout the year. d. Private reading. e. Outline of French Literature. DEPARTMENT OF MATHEMATICS. Professor Waddell. Mathematics 1.-Four hours per week. Algebra, Chapters 19-41 of Wells's Text-Book in Algebra. Simultaneous equations of the second degree, the theory of quadratic equations, zero and infinity, indeterminate equations, ratio and proportion, variations, progressions, the binomial theorem for positive, negative and fractional exponents, undetermined coefficients, logarithms, compound interest and annuities, permutations and combinations. Geometry. Wentworth-Smith's Solid Geometry. Solution of original problems. Mathematics lI.-Four hours per week. This course includes Plane and Spherical Trigonometry and Analytic Geometry. Text-Books: Lyman and Goddard's Plane and Spherical Trigonometry; Wentworth's Analytic Geometry. �58 CIRCULAR OF ST. JOHN'S COLLEGE: Mathematics Ill.-Three hours per week. This is a course in the Differential and Integral Calculus. Text-Book: Nichols's Differential and Integral Calculus. Mathematics IV.-Two hours per week. This comprises a more advanced course in the Calculus and in Algebra. Descriptive Geonietry.-Three hours per week, one term. Text-Book: Ferris 's Descriptive Geometry. Sitrveying.-Three hours per week, one term. This course includes land, topographical, railway and mining surveying, the use of instruments and practical exercises in the :field. Text-Book: Davies-Van Amringe's Surveying. Mechanics.-Three hours per week. Text-Book: Johnson's Theoretical Mechanics. DEP.ARTMENT OF MECHANICAL ENGINEERING. Professor Eidson. MECHANICAL DRAWING. Drawing I. Drawing practice with instruction in the use of instruments embracing free-hand lettering; standard conventions ; geometrical construction ; isometric and cabinet projections; orthographic projections; sections; intersection of surfaces; developments; special conventions and processes including line-shading, screw-threads, bolts, nuts, etc.; freehand working sketches along with complete notes of the year's work and detail drawings of machine parts from models. Text-Book: Tracy's Introductory Course in Mechanical Drawing with additional notes. Freshman six hours (counts three). Drawing TT. A continuation of working drawings from models accompanied by free-hand sketches made by the student; tracing; blue printing; topography and map drawing. Sophomore six hours (counts three) .Text-Book: I. C. S. Pamphlet on Machine Design, Part I. CIOOULAR OF ST. JOHN'S COLLEGE. 59 MECHANIC ARTS. Wood-working, including practice with hand tools and simple bench exercises. Care and ~se of pow~r t~ols. Forging; bench work; chipping and :fil~ng; practice m t~e .use of iron working machinery, includmg elementary drillmg, turning, thread chasing and :finishing plane surfaces. Freshman four hours (counts two) . MECHANICS OF MACHlNERY. K inenia tics. Analysis of Mechanisms; instantaneous centres and centrodes. Linkages ; gearing ; trains, plain and epicyclic ; design of tooth forms, involute and. cycloidal;. be~el gears; cams; worms and pulleys. Graph1?al Determmation of Velocities. Velocity Polygons and Diagrams. Text-Book: Schwamb and Merrill's Mechanism. Junior, :first term, four hours (counts three). EXPERIMENTAL ENGINEERING. Materials. Materials of construction. Outlines of metallurgy of iron and steel; properties of metals, the influence of impurities and methods of working ; alloys ; stones ; cement ; concrete and strength of materials. Text-Books: Smith's Materials of Machines, and additional notes. Junior, second term, three hours recitations and lecture. Note.-To be completed in half the term, supplemented by Graphic Statics the remainder of the term. MACHINE DESIGN. Graphic Statics. Elementary principles; use of funicular and force polygons in solution of problems; determination of stresses in roof and bridge trusses ; moving loads. Text-Book: Hoskin 's Graphic Statics. Junior, second term, four hours (counts three). Note.-To be taken up the last half of the term after the completion of Materials. �I' i -·---\ :ao crnCULAR OF ST. JOHN'S COLLEGE. Machine Design. Constructive materials; design of machine elements as determined by_ safe stresses in materials; straining action in machines and resistance offered by machine elements, as hollow cylinders, beams, columns, springs, etc. Form and dimensions of structural and machine fastenings; lubrication and the design .of j(lurnals and bearings j axles and shaftings ; shaft-couplings; clutches; friction and tooth gearing; belt, rope and chain gearing. Problems relating to simple machines and to transmissive machinery. Text-Book: I. C. S. Pamphlets on Machine Design, Parts 2 to 6. For reference: Unwin 's Mach. Design, Vol. I, and Benjamin's Machine Design. Thesis. Each candidate for graduation must prepare a thesis consisting of original work along some engineering line. The subject must be selected by the first of December of the Senior year and approved by the Professor in charge. In conjunction with this work is given a series of lectures on Power Plant Engineering which includes methods of obtaining and recording data, and the drawing up of estimates and specifications of various types of Power Plants. This course leads to the degree of Bachelor of Science in Mechanical Engineering. Two hours' credit is allowed for this work. DEPARTMENT OF CIVIL ENGINEERING. Professor Eidson. Professor Waddell. I. Drawing I. and Il.-Prof. Eidson. As described in Mechanical Courses, page 58. II. Descriptive Geometry-Three hours, one term.-Prof. Waddell. The descriptive geometry of projections, intersections and developments, shades, shadows and perspective.Ferris 's Descriptive Geometry. III. Land Surveying.-Three hours, one term.-Prof. Wad' _ · dell. Theory and computation of areas, dividing land, and determining height and distances. Topographic surveying, CIRCULAR OF ST. JOHN'S COLLEGE. 61 theory of the plane table. Triangulation, Leveling. Computation of earthworth. Mining surveying. IV. Railroad Sitrveying.-Three Waddell. Reconnaissance, preliminary and turnouts. Location of line files and·maps. Text-Book: Allen's Railroad hours, one term.-Prof. location methods, ·curves with preparation of proCurves and Earthwork. V. Mechanics.-Three hours, two terms.~Prof. Waddell. Johnson's Theoretical Mechanics. VI. Railroad Oonstrnction.-Three hours, one term.-Prof. Waddell. . Survey, earthwork, trestles, tunnels, culverts, minor bridges, ballast, ties, railroad fastenings, rolling stock, operating expenses, curvature, grade, improvement of old lines. VII. Hydraitlics.-Three hours, one term.-Prof. Eidson. Flow of water in pipes, mains, ditches, canals, sewers, streams, rivers. Measurements of the flow of water by orifices, weirs, current metres. Measurement and estimate of cost of water power. · Text-Book: Merriman 's Hydraulics. VIII. Highway Engineering.-Three hours, one term.-Prof. Eidson. Locations of highways, establishment of grades, computation of earthwork, maintenance of roads. Text-Book: Morrison's Highway Engineering. · IX. Bridges.-Three hours, one term-Prof. Waddell. Calculation of stresses in and details of bridges and roofs. X. Each candidate for graduation must, in the Senior year, present as a thesis the execution of some problem in engineering work, giving plan and specifications. This course when completed will lead to the degree of Bachelor of Science (in Civil Engineering). �I .! ,, 11 I I 62 CIRCULAR OF ST. JOHN'S COLLEGE. DEPARTMENT OF PHYSICS AND CHEMISTRY. Doctor Cecil. l. '. I Physics /.-Four hours, throughout Junior year. Textbook.-W. Watson. .First Term-Discussion of the general principles of Mechanics and Properties of Matter-Energy, Physical Quantities, Units-Fundamental and derived (Units of Length, Time, Work, Angular measurements, etc.) Kinematics, Motion of Translation, Rigid Bodies and Periodic Motion. Work and Energy, Machines, Gravitation; Properties of Gases, Liquids, and Solids. Heat-Thermometry, Calorimetry, Conduction, Radiation and the Mechanical Theory. A thorough discussion of W ave.-motion, as applied to the above, and Sound-propagation of, Musical Scale, vibration of rods, plates, strings and columns of gas. Second Term-Light-Interference, Photometry, Dispersion, Color Sensations, Polarization and Double Refraction. Electricity and Magnetism.During this term a course in Magnetism and Electricity is given which includes a general discussian of Electro-Statics ; Electrical Energy and Capacity. The Electric Current, Thermo-Electricity, Electro-Magnetism, Electro-Magnetic Induction, Electrolysis, Electromotive Force of Cells, and passage of Electricity through Gases-Electric Units, Ohm's Law, The Roentgen or Tri-Ultra-Violet Rays, their nature, applications, &c. Wireless Telegraphy, Electro-magnetic Waves, Electrical Machines, Measuring Instruments, Arrangement of Electric Cells, Electrical Work, Direct and Alternating Currents, Lighting, Heating and the General Theories. The above work is illustrated by experiments according to the Text, and Problems are set requiring reference to original sources for methods of solution. This course is supplemented by two hours of laboratory · work. per week through the year. Manual of Experiments by Ames and Bliss. . Physics II.-Two hours a week through the year.-Dr. Cecil. · Lectures, including a discussion of _the more important problems of Electrical Science :-Dynamics, Potential, Thermo-electrics, Methods of generating and utilizing electric cur- CIRCULAR OF ST. JOHN '8 COLLEGE. 63.· rents, Theory and working of dynamo-electric machinery, Desian and calculation of alternating current machinery, Centr~l Station design and equipment, Theory and precision of measurements-taking, recording and reducing observations. This course is especially useful to students who are preparing for Service examinations. Text-book, Practical Electricity, by C. Walton Swoope. Chemisti·y /.-Three hours per week, with two hours of Laboratory Work counting one hour.-Dr. Cecil. The first term of the Sophomore year is devoted to the study of General Chemistry. Remsen 's College Chemistry is the text-book used. During this term the students are familiarized with the general principles and theories of Inorganic Chemistry; illustrated by appropriate experiments. Each student is provided with a desk and the necessary reagents and apparatus. Students are required to perform personally all the experiments as arranged by Remsen in the above named text-book, under the direct personal supervision of the director. Special attention is given to this course and every endeavor will be made to keep it abreast with the requirements of current Chemical Science. Additions in the way of apparatus are being constantly made, and a Chemical Library, containing the latest and most necessary books, is at the disposal of the students. The total Laboratory expenses are assessed at $7.50 per term, and must be paid in advance of the course to the Treasurer of the College. During the second term of the Sophomore year the subject of Organic Chemistry is taken up. Lectures, illustrated by experiments, are given throughout the entire term. The textbook is Remsen 's Organic Chemistry, which is used as a basis for both lectures and laboratory work. In view of the fact that many students, who intend making medicine or pharmacy their profession, desire Organic Chemistry; special attention will be given to their needs in this course, in order that they may secure more detailed chemical information than schools of medicine and pharmacy usually are able to give. In addition to Class work in Organic Chemistry, a course is also given in Qualitative Analysis, combined with a course in Organic and Inorganic Preparations. The text-books p.sed are Renouf's Inorganic Preparations and Stoddard's Qualitative Analysis. The above work is :finished at the end of the first term of the Junior year. �64 CIRCULAR OF ST. JOHN '8 COLLEGE. CIRCULAR OF ST. JOHN'S COLLEGE. During this term students are required to balance equations representing the reactions of reagents and metals, and from a chemist's standpoint to enquire into these reactions and understand the scientific reasons for what they observe. Chemistry II and Chemistry III.-Counting three hours per week. For such students as desire to take Advanced Chemistry, there is provided a course beginning with the second term of the Junior year and continued throughout the Senior year, consisting of laboratory work in Quantitative Analysis, Manipulation of Chemical Balance, Calibration of Eudiometer, Correction of Gas Volumes for Pressure, Temperature and Water Vapor. Calibration and Correction of Apparatus for the Measurements of Liquids, Determination of Molecular Weights and Specific Gravity, Test of the Purity of Butter, general determinations of Ores, Acids and the Elements, and reading in Theoretical Chemistry. Provision is also made for students desiring instruction in special lines of chemical work. The Laboratory expenses for the Senior year are $7.50 per term. For the advanced course the expenses are about the same. Special attention is called to the amount of these expenses. They average less than the usual amount charged, and it is believed that no college in the country affords its students equal opportunities at so small a cost. and conferences. Three hours credit. Laboratory fee, $5.00 a term. Students who intend to pursue the professional study of medicine are advised to tak~ both Biology I and II. I, I 1, I, I I I DEPARTMENT OF BIOLOGY .AND GEOWGY. Professor Ridgley. Biology I.-General Biology, an introduction to the Biological Sciences; requirement for the study of Medicine. Chemistry and Physics required for admission. Text-Books: Elementary Biology, Parker, published by Macmillans; Biology of the Frog, Holmes, published by Macmillans. Lectures, recitations, and laboratory exercises. Four hours credit. Laboratory fee, $5.00 a term. Biology II.-Advanced Biology. Zoology; Comparative .Anatomy of the Vertebrates and Empryology; or, Bota:riy; Plant Morphology and Plant Physiology. Biology I required for admission to Biology II. Laboratory exercises, lectures, 65 -- Geology.-Introduction to Geology. Text-Book: Elements of Geology, Blackwelder and Barrows, published by the American Book Co. Recitations and field work. Three hours credit. Laboratory fee, $1.00 a term. DEPARTMENT OF L.AW. Lieutenant Cheston. Constitutional Law.-Text-book: .Andrews' Manual of the Constitution. For reference Cooley's Constitutional Law is used. Reference will be made to important decisions as rendered when they may afford additional illustrations of the principles of Constitutional Law. The subject will be taken up in the first term of the Senior year. · 1 One hour per week during first term. International Law.-Text-book: Davis' International Law. For reference Woolsey's International Law is used. Events · ?f recent I~ternational Law will be discussed. The subject IS taken up Ill the second term of the Senior year. One hour per week during second term. �-.. CIRCULAR OF ST. JOHN'S COLLEGE. 66 SCHOOL OF Mn.IT.ARY SCIENCE AND TACTICS. ORGANIZATION OF CORPS OF CADETS. ]'mST Cb.det " " " " " u. s. A Company. Captain E. T. Fell. let Lieut. R. A. Tennant. 2nd Lieut. C. Magruder. 1st Sergt. R. S. G. W)eleh. Sergt. T. 0. Broadwater. " w. D. Noble. " P. C. Clayton. " L. T. C. Lamar. MILITARY DEPARTMENT. Commandant of Cadets : LIEUTENANT D. MURRAY CHESTON, JR., CIRCULAR OF ST. JOHN'S COLLEGE. Oorpl. W. S. Phillips. " F. W. Hill. " C. C. Doney. " J. E. DeButts. " W. R. Nelson. Army. Commissioned Staff: Major E. S. Lewis ..................... Commanding Battalion. Capt. F. S. Matthews.: ........................ Quarte~aster. First Lieut. R. V. Hoffman ......................... AdJutant. First Lieut. R. A. Tennant ............. Assistant Quartermaster. Second Lieut. A• W. Joyce ................... Ordnance Officer. Second Lieut. I-. Starlings .................... Ordnance Officer. Private Brashears. " Caminero, J. " Chaney. " Cheston, G. G. " C81111ard. Color Sergeants: Cadet Sergeant P. C. Clayton........................ National Colors. E. A. Jones ............................ State Colors. " " B Company. Band and Field M'U8ic&an.s: Cadet. Capt. W. S. Fitzgerald. " 1st Lieut. H. Andrew. "' 2nd Lieut. Jacobs. " let Sergt. MeNutt. Private Andrew, H. J. Cadet Capta.in Earl Crum, " Captain H. A. Gailey. " Bailey, H. K. let Lieut. J. W. Holman. " Bowers. " " Foreshaw. " 2d Lieut. G. E. Dryden. 1st Sergt. E. L. Y o!lt. " Hopkins, A. S. J. " " Hause. " Sergt. D. E. Smith. Sergt. F. H. Henninghausen. " Kafka. " Corpl. E. L. Hoke. " Williams. " Corpl. J. H. Onion. " Wilson, C. V. " ·Sergt. F. C. Mellon, " Drum Major. " Sergt. B. M. Cecil, Trumpeter Sergt. Signal Corps Detaohment. 1st Lieut. D. E. Campbell. Private Anagostou, A. Private Sears, F. W. Private Bourke, C. G. Private Claude, H. " Claude, L. " DeMarco. " Duke. " Gearing. " Hazard. " Hopkins, T. c. " Hunter, D. M. " Hyde, F. W. " Ligon, " Lloyd, " Merriken. " McKinley. " Plummer, " Selby, J. E. " Thompson, G. D. " VonSchwerdtner. " Waters. " WJOrthington. " " " " " " " ; . " " Sergt. Sergt. Sergt. Sergt. Corpl. Corpl. Corpl. Corpl. Corpl. J. Wilson. H. L. Reeder. A. A. Gladden. E. A. Jones. C. R. Buckley. H. B. Matthews. R. L. Hobbs. S. T. Bailey. J. T. Sadler. Private Boone. " Bourke, " Cerda. " Fields. " Fowler. c. Private Gambrill. " Harrington. " Hyde, J. W. " Humphreys. " Miles. " Moore. " Merrill. " Pearce, J. Meredith. " Pearce, Jacob M. " Selby, H. J. " Scaffe. " Winslow. " Wilson, Herbert M.. " Walsh. " Ritchie. " Jewell. " Jones, R. 0. " Revell. " Winchester. 67 �68 CIRCULAR OF ST. JOHN'S COLLEGE. CIRCULAR OF ST. JOHN'S COLLEGE. 69 The names of three students most distinguished for proficiency in this department are reported each year to the Adjutant General ·of the Army at Washington, D. C. These names are published in the yearly Register of the United States Army. All graduates of the Senior Class whose records prove them to be worthy, are reported to the Adjutant General of the State for State and National Guard officers. The following named cadets were reported in 1912 as the most distinguished: Benjamin Michaelson, C. H. Riggin, A. E. Williams. The officers and non-commissioned officers are selected by the Commandant of Cadets, with the approval of the President of the College. All commissioned and a few higher noncommissioned officers are taken from the Senior Class. The first sergeants and duty sergeants are taken from the Junior Class, and the corporals from the Sophomore Class. Captains commanding companies select their own first sergeants, duty sergeants and corporals, subject to the approval of the Commandant. C Company. Private Fell, J. Cadet Capt. G. Gering. " French. " 1st Lieut. G. Schultz. 2nd Lieut. N. F. Twigg. " Frere. " 1st Sergt. W. R.· Woodward. " Hall. " " Hanson. " Sergit. W. W. Warner. Sergt. S. M. Phillips. " Hauver. " Oorpl. R. L. Christian. " Hungerford. " " J·ohnson, F. M. Corpl. G. Childs. " " Johnson, F. P. " Corpl. H. R. Smith. Corpl P. K. Moisan. " Jump. " " Matthews, J. " Corpl. F. H. Thompson. " Miller, J. C. ' Private Brady, G. C. Bowlus. " Miller, R. W. " Mowbray., Cash ell. " Chapin. " Smith, H. R. " " w·,eJ.ch, P. Cecil, E. B. Davidson. " Washburn. " " Langh~mmer. " Downes. The Commandant in charge of the Military Department is an officer of the Regular Army. The Military exercises are confidently recommended to parents and guardians as a mea11s of giving to the ~tudents an erect and soldierly bearing, of teaching them hab1~s of neatness, order and discipline, prompt and ready. obedience, a~d of affording a systematic and healthful exercise on the drill grounds. All students, except those physically disqualified, are required to attend the drills, ~nd ~~r those wh? ~p~ly to excused because of physical disability, a physician s certificate will be required. This college is very advantageously located, as to its s1:1~­ roundings for the benefit of the stu~e1:1t-body. 1!rom .a military point of view they have the privilege of w1t~essmg the drills and other military exercises, both of the Umted States Naval Academy and of the United States Marine Corps, the grounds of which reservations adjoin those of the college. A most cordial interchange of social courtesies exists between the midshipmen and the student body of St. John's College. PRACTICAL INSTRUCTION. The practical instruction consists in a full hour's drill four times a week; quite frequently more time is expended. The course comprises school of the soldier, company and battalion, close and extended order ; all ceremonies, street parades, practice marches on country roads, to secure a practical knowledge of advance and rear guards, outpost duties, etc. .~ilitary setting-up exercises, calisthenics and rifle drill form a very beneficial part of the course. The battalion has been armed with the modern U. S. KragJorgenson rifle, calibre 30, and new equipments. During January and February, when the weather is inclement, they receive instruction in gallery practice in the armory. The target range work this year will consist of firing at 200, 300 and 500 yards and a skirmish run. ?e THEORETICAL INSTRUCTION. ·' This tions" "U. S. tions'' comprises recitations in the ''Infantry Drill Regula-. (1904); "Manual of Guard Duty," portions of the Army Regulations," "Small Arms Firing Regulaand Field Service Regulations, a series of short lee- �OIBCULA.R OF ST. JOHN'S COLLEGE. <TIRCULAR OF ST. JOHN'S COLLEGE. tures upon important military subjects, such as military courtesy, the ~rave responsibility of all officers in the army, and how to care for a command to keep it healthy. St. John's College has been designated by the War Department as one of the ten schools in the United States which have attained the highest excellence in the Military Department, and in consideration of this distinction, members of the Senior Class may receive appointments for commissions in the Regular Army. No uniform will be accepted until it has been inspected and approved by the President of the College or by the Commandant of Cadets. Chevrons for officers and non-commissioned officers will be of black tubular braid on grey ground.· Competitive drills and target practice are held at the close of the session. The best drilled company is designated as the "Color" Company, and the colors· are borne by that company in battalion formations during the ensuing year. - 70 71 CONCERNING UNIFORMS AND REGULATIONS. ANNUAL ENCAMPMENT. The uniform is required to be worn at all times, and all college students are required to provide themselves with it. To insure uniformity in material and pattern, it is required that all uniforms be made under a contract which has been entered into. The uniform of the corps of cadets is a modification of that worn at the U. S. Military Academy, West Point, N. Y., and is as follows : For the battalion proper (consisting of all college students, and those pupils of the Preparatory Department of sufficient size) , blouse and trousers of grey cloth. (The cost of the blouse is $9.50; trousers, $5.75.) For all students, regulation caps of grey cloth, with ornaments, consisting of a gold shield and eagle with the letters "S. J. C." on bar. (Price $2.25.) The purchase of the above is compulsory, and must be paid for when ordered. In addition thereto, students are required to provide themselves with a dress coat costing $12.00 and with the military overcoat, of dark blue cloth, double breasted, ornamented with frogs, costing $18.00. A grey shirt and gum shoes are also parts of the uniform. As students are required to appear in uniform at all times, parents should omit the purchase of articles of civilian dress. It is suggested to parents that the overcoat may properly be worn with civilian dress and with the uniform, thus obviating the necessity of the purchase of two overcoats. All these parts of the uniform have been found to be very substantial, becoming, serviceable and of moderate-price. No student will be permitted to wear parts of the uniform with parts of civilian dress. It has been the custom during the past years to have an annual encampment. The lessons learned by the cadet body at these encampments, as to field and target range work, castrametation, military hygiene, guard duty, etc., constitute a SJ!.tisfactory completion of the four years' military work at the College. This encampment work is of such a great value to every cadet that it is essential for every member of the cadet battalion to be present at this annual encampment. �-OIBOULA.R OF ST. JOHN'S COLLEGE. CIRCULAR OF ST. JOHN'S COLLEGE. 73 Students should be especially warned of the risk incurred by keeping money in trunks or other receptacles in their rooms. COLLEGE EXPENSES. To BEi PAID GENERAL DETAILS ABOUT EXPENSES. To NEVETT STEELE, TREASURER OF ST. JOHN'S COLLEGE. First Term. Sec<J'na Term. Tuition .. . . . . . . . . . . . .. . . . .. .. . . . . . . . .. . . . . . $ 37.50 M11.trieulation Fee (on admission)............ 5.00 Athletic Association Fee.. . . . . . . . . . . . . . . . . . . . 5.00 Seat in Ohu:reh............................. 1.50 Hire of furniture (if required)............... 3.50 Steam heat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.25 Deposit for damage. . . . . . . . . . . . . . . . . . . . . . . . . 5.00 $ 37.50 $ 65.75 $ 60.75 86.50 86.50 LABORATORY FEES: First Second Term. Term. Chemistry ................... $7.50 Biology I ..... , . . . . . . . . . . . . . 5.00 Bi~Iogy II . . . .. . . . . . . . . . . . . . 5.00 Geology . . . . . . . . . . . . . . . . . . . . . 1.00 5.00 1.50 3.50 8.25 5.00 $7.50 5.00 5.00 1.00 BOARD, LAUNDRY, ELECTRIC LIGHT, ANL RoOM RENT: To be paid to the Treasurer of Co-operative Boarding Club, estimated about.......... $152.25 . $167.25 In the above, no estimate is made for cost of uniform (see page· 70), or text-books. A student is also expected to provide himself with table napkins, towels and the requisite bed clothing for a single bed. There is also a small annual expense in the Literary Societies. Funds of students may be deposited with the President .of the College, or with some other member of the Faculty, who will disburse the funds thus received in accordance with instructions he may receive from the parent or guardian. The tuition charges for day scholars, including residents of Annapolis and students from other parts of Maryland and from other States,. not lodging and boarding in the college halls, are $45.00 per term in the Collegiate Department. The annual college session consists of two terms, the first ending on the 8th of February,. and the second on the third Wednesday of June in each year. All the college charges are required to be paid in advance, at the beginning of each term; and no deduction will be made except tor absence caused by protracted illness. No student will be matriculated, nor will his name be entered upon the rolls of any term, unless he shall have presented to the President a receipt from the Treasurer of the College for all dues and arrearages, including a fee of $5 for matriculation, and no diploma will be awarded unless the candidate shall have presented to t}fe President a like receipt including a fee of ten dollars for a diploma. For the expenses of Senatorial scholars, see page 80. Every boarding student is required to deposit with the Treasurer a fee of $1.50 per term, to be paid by him to such church as the student may attend. An additional charge of $5.00 per term will also be made upon all students for use of the gymnasium, for instruction in gymnastic exercise, and for membership in the Athletic Association. (See page 77.) Wilful damage, or damage resulting from carelessness, will be made the ground of additional charge, to be defrayed by the perpetrator. The Treasurer shall require a deposit of $5.00 from boarding students as a guarantee against wilful damage to college property to be returned at the close· of the session, less any charges that may have been assessed against them during the college year. All students holding scholarships are required to lodge in the college halls, and those holding Senatorial scholarships are provided with room furniture, for the care of which they are held strictly accountable. �CIRCULAR OF ST. JOHN'S COLLEGE. Students not holding Senatorial scholarships are required Furniture may, however, be hired from the college authorities at from $3.50 to $5.00 per term, according to its character and cost, and the hirer will be held responsible for all damages thereto, beyond the reasonable wear and tear of the same. Disbursements will be made for personal expenses of students, if funds are deposited by parents or guardians for this purpose, but no advance will be made b~ the College: Books will also be furnished to students, provided a deposit of ten dollars be made for that purpose at the beginning of each term. At a final settlement, at the close of the year, the unexpended balance, if any, will be refunded. CIRCULAR OF ST. JOHN'S COLLEGE. 75 to provide themselves with furniture. BOARDING. The three College dorimitories, Pinkney and Humphreys hall, as well as the mess hall, have each been provided with a steam heating apparatus of the most approved sort, which has been thoroughly tested during the severe weather of past winters and found entirely satisfactory. The lodging rooms have also been recently renovated and painted, and other improvements made conducive to the health and comfort of students. The boarding department of the College in all its branches is under the supervision of the President. The boarding houses will be closed during the Christmas and summer vacations. A College Co-operative Boarding Club has been organized in place of the College Commons, and has been successfully carried on during past years. Under this system at the close of each month, an inventory is taken, all accounts are settled and the expenses are divided among the members of the club. An auditing committee is then appointed each month by the club, to examine the books of the commissary and to report to the club. Each member must advance $10.00 at the commencement of each month, and at the close must pay the balance due, as no deficit is allowed to run into the following month. The exact cost of board for next yet1r, including washing, lights and room rent, cannot be known, as market prices vary, but it may be safely estimated to be about $175 for the whole 2ession. LIBRARY AND READING ROOM. Through the liberality of the Legislature of 1902, and donations from the classes of '71, '72 and '73, extensive additions have been made to the library, and by means of the regular library fund subscriptions have been made to a number of American and foreign periodicals. A complete library being an indispensable auxiliary to the intellectual advancement of professors and students, its claims are commended to the alumni and to the friends of education in the State. Any contributions of books or funds will be gratefully acknowledged. There are now on the shelves about 9,500 volumes, which are carefully classified and catalogued, thus forming an admirable working library for the student. Among these works are 850 bound volumes of American and English periodicals. Easy access to the contents of these works is furnished by Poole's Index of all subjects treated of in home and foreign magazines. The College Library and Reading Room is open every day from 3 to 4 p. m., and from 8 to 10 p. m., for reading and taking out of books and periodicals. The following magazines and reviews, furnishing all a student can reasonably need, are on file for 1912: Atlantic Monthly, Century, Popular Science Monthly, Harper's Monthly, North American Review, Forum, The Academy, Saint Nicholas, Scribner, McClure's, Munsey, Outing, Nineteenth Century, Literary Digest, Cosmopolitan, Strand, Scientific American, Scientific American Supplement, Review of Reviews, Sewanee Review. �76 CIRCULAR OF ST. JOHN'S COLLEGE. CIRCULAR OF ST. JOHN'S COLLEGE. 77 ATHLETIC ASSOCIATION OF ST. JOHN'S COLLEGE. GIFTS TO THE COLLEGE LIBRARY. DURING THE YE.AR ENDING JUNE, 1912. State Department ......................... Washington, D. C. Treasury Department.. . . . . . . . . . . . . . . . . . . . " '' War Department. . . . . . . . . . . . . . . . . . . . . . . . '' '' Navy Department........................ " " Department of the Interior. . . . . . . . . . . . . . . " " Department of Agriculture. . . . . . . . . . . . . . . '' '' Hon. D. R. Magruder .................... Annapolis, Md. Smithsonian Institute ..................... Washington, D. C. Bureau of Education.. . . . . . . . . . . . . . . . . . . . u 'c U. S. Fish Co=ission................... " " U. S. Coast and Geodetic Survey. . . . . . . . . . '' '' Surgeon General's Office. . . . . . . . . . . . . . . . . '' Interstate Co=ission. . . . . . . . . . . . . . . . . . . . " " Marcus Benjamin, Esq.................... " " Francis H. Vizetelley .................... New York, N. Y. Rev. J. G. Appleyard .................... Bolton, Eng. An Athletic Association is formed in which membership may be obtained by any student or alumnus of the College upon paying the annual fee of $10.00. (See page 73.) This subscription entitles the member to witness all the games played by the College teams on the home grounds and to make use of their bats, balls and other appliances. The following are the officers of the Athletic Association for 1913-1914: President, W>. WOODWARD, '13. DR. CECIL, Facu~ty. Trea.surer, EARL CRUM, '13. EXECUTIVE COMMITTEE: R. P. MELVIN, Alumnus. W. R WOODWARD, Student. FOOTBALL, BASEBALL, BASKETBALL AND TRACK TEAMS. · FOOTBALL TEAM, 1912. F. C. MELLON ............................. Captain. E. A. JONES .............................. Manager. H. B. MATTHEWS ................ Assistant Manager. Howard Claude, right end. T. 0. Broadwater, right tackle. G. E. McNutt, right guard. G.. E. Dryd.en, centre. H. J. Selby, left guard. W. R. Woodward, left tackle. R. S. G. Welch, left end. R. G. Clark, quarter back. P. C. Clayton, right half back. John Wilson, left h:;i.lf back. F. C. Mellon, full. back. �18 CIRCULAR OF ST. JOHN'S COLLEGE. CIRCmLAR OF ST. JOHN'S COLLEGE. SUBSTITUTES: Thompson, FeH, Lewis, Gladden. GYMNASIUM. SCHEDULE FOB 1912. Rook Hill College, Franklin & Marshall Oollege, Dickinson College, Wiashington & Lee University, Maryland Agricultural College, Haverford ?ollege, Virginia Military Institute, Johns Hopkins University, Wasb.mgton Oollege. BASEBALL TEAM, 1912. J. N. WILSON ............................. Captai.D.. C. H. RIGGIN ............................. Ma.nager: GEORGE GEBING .................. Assistant Manager. W.. D. Noble, catcher. R. Clark, third base. J. N. Wilsonr F. Mellon, short stop. and rat base. W. Hightman, left field. W. Tolson P. Moisan, centre field. Geo. Gering} ' F. H. Thompson} · and seoond base. and right field. W. Ruhl B. Michaelson .Pitchers: J. N. Wilson, W. Tolson, W. Hightman, H. B. M~tthews. .SCHEDULE FOB 1912. U. S. Naval ·Academy, University of Virginia, Virginia Military In11titute, Washington and Lee University,' University of Maryland; George· ·town "?"niversity, Johns Hopkins University, Catholic University, and the followmg oolleges: Mt. St. Joseph 'a, Gallaudet, Maryland Agricultural, ~Dickinson, Rock Hill, Franklin and Marshall, and W:ashington. TRACK AND FIELD TEAM, 1912. W. R. WoODWA.BD ......................... Captain. R. s. HOPKINS ........................•.. Manager. I. E. Ryder, R. Burton, H. Gailey, Jno. Wilson, L. Q. C. Lamar, P. C. Clayton, F. C. Mellon. TENNIS TEAM, 1912. Captain and Manager. W. Klinefelter. J. A. Brashears. R. S. G. Weleh. W"ilLLIAM LENTZ, SCHEDULE FoB 1912. Johns Hopkins University, George Washington University, Waehing· ton Oollege, Delaware College. A gymnasium has been erected and equipped with apparatus for complete physical training. The building covers a ground space of 158 feet by 97 feet. The main gymnasium room is 120 by 160 feet, surrounded by a gallery containing a running track. There are bowling alleys, a rifle range, a reading room, a trophy room, and a secretary's room; also a large locker room 70 by 17 feet, containing individual steel lockers for each student. Adjoining this is a swimming pool, with a large shower-bath room and lavatory attached. There is also a smaller locker room for the use· of members of visiting teams, containing steel lockers ; also a large spare room.. Physical training is compulsory, and each student is required to attend classes for instruction in gymnastics and physical exercises, two hours per week, from the first of October until the first of April, unless specially excused to engage in outdoor sports during these hours. Further donations towards the gymnasium will be gladly received from alumni and other friends of the college. ATHLETICS. The students have excellent facilities for athletic games, which are kept under supervision. No student who is physically unfit is allowed to take part in an athletic contest. �r I .80 CIRCULAR OF ·ST. JOHN'S COLLEGE . CIRCULAR OF ST.. JOHN '·S COLLEGE. BENEFICIARY AID. STATE SCHOLARSHIPS FOR TUITION ONLY. STATE SCHOLARSHIPS FoR BOARD AND TUITION. The General Assembly of the State (Act of 1872, Chapter 303, and 1879, Chapter 315) has provided for furnishing board, fuel, lights, and washing to.the incum.bent of one State Scholarship from each Senatorial District in the State, to be appointed by the Board of School Commissioners, by and with the advice and consent of the Senators in their respective districts, after competitive examination. -The law requires that the candidate shall produce before the Board of School Commissioners satisfactory evidence of their moral character, and of their inability or the inability of their parents or guardians, to pay the regular College ·charges. A blank form or certificate, drawn in conformity to the above law, will be forwarded to the secretaries of the several school boards for the use of the appointees to the said scholarships. These scholarships are tenable for four years, and the incumbents are' required by law to pledge themselves that they will continue students of the College for the full term of four years, unless prevented by unavoidable necessity, and that they will teach school within the State for not less than two years after leaving College. To obtain a full collegiate education, the object contemplated by the Act, candidates should be prepared to enter at least the Freshman Class of the College~ The boards of school commissioners are earnestly requested to exercise great care in the selection of these students, and especially to appoint none deficient in preparation. The Faculty is empowered to extend the term of these scholarships one year in case of worthy students. The incumbents of these scholarships will hereafter be required to provide their own textbooks. , After graduation of the present Senior Class there will be seven vacancies in these scholarships, viz. : one each from the counties of Alleghany, Baltimore, Caroline, Harford, Somerset, Washington, Worcester, and Second Legislative D.istrict of Baltimore City. In filling these vacancies, the boards of school commissioners are requested (other things being equal) to appoint those candidates who are not less than sixteen years of age, and are most advanced in their studies. It is desired that all applicants hereafter should be prepared to enter the Freshman Class of the College. 81 The law.of the State of Maryland (Act of 1894) granting an additional appropriation to the college, provides for the education of twenty-six State students, in addition to the foregoing, free of expenses· for tuition. These scholarships will be distributed among the counties of Maryland, in order of priority of application. The holders of these scholarships will be required to provide the cost of their board, about $175 (see page 74), and pay incidental fees for church, gymnasium, heat, and hire of furniture. In order to promote closer relations between the college and the educational system of the State, the Board of Visitors has offered a free tuition scholarship to the young man graduating highest in his class at the following High Schools : 1 ·- lj I Cumberland, Allegany County. Lonaconing, Allegany County. ReisterstOwn, Baltimore County. Towson, Baltimore County. Denoon, Caroline County. Westminster, Carroll County. Elkton, Cecil County. Cambirdge, Dorchester County. Frederick, Frederick. County. Miiddleoown, Frederick County. Oakland, Garrett County. Bel Air, Harford County. Havre de Grace, Harford County. Chestertown, Kenrt County. Rockville, Montgomery County. Ellicott City, Howard County. Laurel, Prin<!e George's County. Centreville, Queen Anne's County. Crisfield, Somerset County. Easton, T.albot County. Hagerstown, Washington County. Salisbury, Wicomico County. Pociomoke Ciity, Worcester County. Annapolis, Anne Arundel County. Also the following Academies : Charlotte Hall Academy, Charlotte Hall. Rockville Academy, Rockville, Md. Anne Arulidel Academy, Millersville, Md. Two to the Jaeob Tome Institute at Port Dep9sirt, Md. The following counties having no high schools the school commissioners are granted the privilege of designating a student to a similar scholarship, viz. : · Calvert County. Charles County, also McDonogh Institute, La Plata. St. Mary's Counrty. �82 CIRCULAR OF ST. JOHN'S COLLEGE. CIRCULAR OF ST. JOHN'S OOL~GE. 83 BO.ARD OF EDUCATION. The Board of Education of the Presbyterian Church grants aid to young men preparing for the ministry in the denomination. The aid may be obtained either while in college or in a Theological Seminary. At present the amount given is $150 per annum. SCHOLARSHIPS FOR SONS OF CLERGYMEN. All sons of clergymen are given education free of charge. The Trustees of the Byrd Wyman Fund, Baltimore, also grant one or more scholarships, which provide both board and tuition to such students of the college. THE JEREMIAH HUGHES SCHOLARSHIP. A sch~larship, providing the sum of $30 per annum towards the cost of tuition, has been established upon the above foundation. It is available for deserving youths of all denominations, but preference is to be given to candidates who are residents in Annapolis. COLLEGIATE SCHOLARSHIPS. The following regulations have been made by the Board of Visitors and Governors for the establishment of scholarships in connection with the College. For a permanent scholarship for tuition, $1,500. For a permanent scholarship for board and tuition, $6,000. For a scholarship for the tuition of a student through all the college classes, $300. For a scholarship for the board and tuition of a student through all the college classes, $1,200. For any other scholarships the sum reduced shall be in the same proportion, the money in each case to be paid in advance into the treasury .of the College. The establishment of these scholar· ships is commended to the attention of the alumni and friends · of the College. PRIZES. ORATORY. 1. A prize of $25.00 is offered annually by the Alumni Association of St. John's CoUege to that member of the Senior Class who shall prepare and deliver the best original oration. 2. A gold medal is awarded to the member of the Junior Class who gains the first place in the oratorical contest of that class. 3. The Oratorical Association of Maryland Colleges holds an annual contest to which students of St. John's College are eligible; and a gold medal is awarded to the successful contestant. The Board of Visitors and Governors will present annually a gold medal to that member of the Senior Class who shall have attained the highest record in his academic work. BIBLICAL STUDY. The President of the College offers a prize of books to the student who shall have attained the highest merit in the Bible Class. THE PHILO SHERMAN BENNETT. Under the will of the late Philo Sherman Bennett, a prize of $20.00 is offered each year for the best essay on the '' Principles of Free Government.'' · �84 CIRCULAR OF ST. JOHN '8 COLLEGE. CIRCULAR OF ST. JOHN'S 'COLLEGE. 85 '1 1 SOCIETY OF ALUMNI. The Society of Alumni holds. its annual meetings on C,ommencement Day. All former students who have completed their collegiate education (whether graduates or not) at St. John's College, and left in good standing, are considered members of this society. It numbers on its rolls many names prominent in the history of the State and nation. The following are the officers for the present year : President, RIDGELY P. MELVIN, '99. First Vice-President, R!OHARD J. DUVAL, '89. Second Vice-President, G. W. WILSON, 'o4. Treasurer, T. KENT GREEN, '86. Secretary, B. V. CEOIL, '90. EXECTUTIVE COM:MlITTEE: B, D .. CHAMBERS, '05. E. T. CLARK, '06. ALEXANDER RANDALL, M; D., J. V . .JAMISON, HON. HENRY D. HARLAN, '78. '05. '02. NEW YORK BRANCH. A loeal association has also been formed at New York, to which all graduates, alumni and friends of St. John's College, living in or near that city are eligible. The officers are: Herbert Noble, '89, President; El.on S. Hobbs, Jr., '82, Viee-President; A. Houston, '06, Secretary; Charles Brewer, '85, Treasurer. BALTIMORE BRANCH. A loeal assoeiation ·has also been formed in Baltimore. under similar condiitions to those existing in New York. The officers are : President, Mr .. Philemon H. Tuck; Vice-Presidents, Hon. John P. Briseoe, Hon. .Tames P. Gorter, Hon. Henry D. Harlan, Hon. Walter J. Hawkins, Hon. Arthur Stump; Secretary, J. H. C. Kemp; Treasurer, Peter P. Blanchard; Executive Co=ittee-Frederick Sasscer, Dr. Wirt A. Duvall, Dr. J. A. Nydegger, L. B. K. Claggett, Edwin Wiarfield, .Tohn T. Harrison; Banquet Oommittee-L. B. K. Claggett, W. Thomas Kemp, Evelyn A Harrison. LIST OF ALUMNI AND COLLEGE GRADUATES. 1793. *Charles AlfilXander, B.A. •John Addison Carr, B.A. •William Long, B.A. 1794. ' *Thomas Chase, B.A. •John Bowie Duckett, B.A. *Richard Harwood, B.A. •John Carlisle Herbert, B.A. •John Jacob Tschudy, B.A. 1796. *William Cooke, B.A. *Robert H. Goldsborough, B.A. *Francis Scott Key, B.A. *Daniel Murray, B.A. •John Shaw, B.A., M.D. •carlysle F. Whiting, B.A. 1797. •John Leeds Kerr; B.A. •John Tayloe Lomax, B.A., LL.D. *James Lowry Donaldson, B.A. •John Rumsey, B.A. 1806. *Thomas J. Brice, B.A. •John Guyer, B.A. •James Harwood, B.A. •George Mackubin, B.A. *John Mercer, B.A. *Henry Maynadier Murray, LA. •Lewis Neth, B.A. *William E. Pinkney, B.A., M.D. 1810. *Thomas Randall, B.A. *John Ridout, B.A., M.D. 1811. *John Gwinn, B.A., M.D. *John Marbury, B.A. •Addison Ridout, B.A. The following is a list of the ALUMNI who were at the College between the years 1811 and 1822 : 1802. *Richard Lockerman, B.A. •James Murray, B.A. •Jesse Ray, B.A. *Thomas S. Alexander, LL.D. *George G. Brewer. •John Denny, M.D. *Frederick L. Grammar, M.D. •John Johnson. •John M. S. Maccubbin, M.D. *Frederick Mackubm, M.D. *Richard Marriott, M.D. *Landon Mercer. *Waldon Middleton. *Somerville Pinkney. *Richard Randall, M.D. "'1:1'rancis Thomas, B.A. *Ramsay Waters. *John B. Wells, M.D. *George Wells. *William Williams, M.D. *Nicholas Brewer. *John Carroll. *Thomas H. Carroll. *William Caton, M.D. *William Denny, M.D. *Reverdy Johnson, LL.D. *Henry Randall. *David Ridgely. *William Greenbury Ridgel:r. •John Ridout. •John Nelson Watkins. •Isaac Williams. 1804. *Upton Scott Reed, B.A. *Nicholas Carroll, B.A. 1822. •John Carville Howard, B.A., M.A. •Alexander Randall, B.A., M.A. 1798. *William Campbell, B.A. •John Claude, B.A. •William Donaldson, B.A., M.D. •Alexander Hammett, B.A. *William Potts, B.A. •John Hanson Thomas, B.A. 1799. *Thos. Beale Dorsey, B.A., M.D. *Walter Farnandis, B.A., M.A. *Thomas Rodgers, B.A., M.A. *James S. Grant, B.A., M.A. •Robert C. Stone, B.A., M.A. 1800. •James Boyle, B.A., M.A. *Richard Brown, B.A., M.D. Those marked with an ( •) are dead. I �i 1:1 t I~ 86 CIRCULAR OF ,ST. JOHN'S COLLEGE. CIOOULAR OF ST. JOHN'S COLLEGE. LIST OF GRADUATES-CONTINUED. 1827. •John Henry Alexander, B.A., M.A., LL.D. *Thomas Archer, B.A., M.A. *William Harwood B.A., M.A. *Ezekiel Hughes, B.A., M.A. *Right Rev. William Pinkney, B.A., M.A., D.D., LL.D. *William H. Tuck, B.A., M.A. 1830. *John T. Archer, B.A. *Hyde R;ay Bowie, B.A. *James Boyle, B.A. *Daniel Clarke, B.A. *Robert Emmet Culbreth,· B.A. *J. Hardcastle Culbretn, B.A. *Thomas John Franklin, B.A., M.A., M.D. *John Randall Hagner, B.A., M.A. *Ellis Hughes, B.A., M.D. *Thomas Karney, B.A., M.A. *Edward Pannel, B.A. *Ninian Pinkney, B.A., M.A., M.D., LL.D. *Nicholas John Watkins, B.A. 1832. *Jas. Sands Holland, B.A., M.A. •Jas. West Thompson, B.A., M.A. 1834. *Rev. Orlando Hutton, B.A., M.D., D.D. *John Greene Proud, B.A., M.A. *Rev. Lucien Bonaparte Wright, B.A. 1835. *Edwin Boyle, B.A. *Abram Claude, B.A., M.A., M.D. *Richard Culbreth, B.A. *T~omas Holme Hagner, B.A., M.A. *Richard C. Mackubin, B.A., M.A., M.D. 183t'J. *George Grundy, B.A. *Thomas Granger, B.A., M.A. •William R. Hayward, B.A., M.D. *George Johnson, B.A. •Joshua Dorsey Johnson, B.A. *George Edward Muse, B.A. •William 0. Reeder, B.A. *John H. Reeder, B.A. *William Henry Thomas, B.A. •Franklin Weems, B.A. *Nicholas Br.Ice Worthington B.A., M.A. ' 1837. *John M. Broome, B.A., M.D. :Frederick S. Brown, B.A. John W. Martin, B.A. *Rev. Jos. Trapnell, B.A., M:.A., D.D. *Trueman Tyler, B.A. Those marked with an c•) are dead. 81 LIST OF GRADUATES-CONTDIUED. 1838. •William Tell Claude, B.A., M.A. *Rev. Savington W. Crampton, B.A. •Henry H. Goldsborough, B.A. *Chas. Nicholas Mackubin, B.A. *William Henry Thompson, B.A., M.A. *Rev. William Henry Trapnell, B.A. *Edward Worthington, B.A. 1847. Robert Chandler, B.A., M.A. *Elizur Lance! Foote, B.A., M.A. *John R. P. Forbes, B.A., M.A. *Jas. Shaw Franklin, B.A., M.A. *William Henry McParlin, B.A., M.A. •John Mullan, B.A., M.A. r 1839. *Samuel Chamberla!ne, B.A. *Philip Culbreth, B.A. *William Henry Goodwin Dorsey, B.A. *John T. Beale Dorsey, B.A. *Worthington Ross, B.A. *Frederick Stone, B.A. *Brice T. B. Worthington, B.A. *Charles S. Parran. •Charles S. Winder. 1849. *Thomas B. Chase, B.A., M.A., ,M.D. *William Q. Claytor, B.A., M.A., M.D. *Harwood Iglehart, B.A., M.A. •James Mackubin, B.A., M.A. •James Revell, B.A., M.A. *John Ridout, B.A., M.A., M.D. *Thomas Jones Wilson, B.A., M.A. 1840. *John 1\Uchael Brewer, B.A. *Benjamin F. Bohrer, B.A., M.A., M.D. *Jeremiah L. Hughes, B.A. *ReM.A:homas W. Winchester, B.A., Charles F. Goldsborough. •H. Roland Walton, M.D. 1841. *Luther Giddings, B.A., M.A. *William Giddings, B.A., M.A. *Daniel Maynadier Henry, B.A., M.A. *George Stephen Humphreys, B.A., M.A. *Francis Henry Stockett, B.A., M.A. 1850. *Dennis Claude, of D., B.A., M.A. •John McMahon Hollana, B.A., M.A. *Thomas Richard Stockett, B.A., K.A. 1852. *Charles Brewer, B.A., M.A., M.D. *William Saunders Green, B.A., M.A. *William Sprigg Hall, B.A., M.A. •James Iglehart, Jr., B.A., M.A. •Jonathan Pinkney Sparks, B.A., M.A. 1842. *John Basil, B.A., M.A. *George Betton, B.A. *Rev. Jonathan Pinkney Hammond, B.A., M.A., D.D. *Samuel Ridout, B.A., M.A., M.D. William W. Childs, M.D. 1844. *Llewellyn Boyle, B.A., M.A. •Alexander Hamilton Gambrill, B.A., M.A. *John Thomas Hall, B.A., M.A., M.D. *James Kemp Harwood, B.A., M.A. *Thomas Andrew McParlin, B.A., M. A., M.D. . *Basil ·Shepherd Murdoch, B.A. *Henry Maynadier Murray, B.A .• M.A. *John Shaaff Stockett, B.A., M.A. *Charles M. Baer, M.D. *Richard H. Hagner. *William Skinner Hall. *Matthias Linthicum, M.D. *Thomas F. Owens, M.D. *Wm. Theodore Revell, M.D. •w. H. Young, English Diploma. 1846. *Nicholas Brewer, B.A., M.A., M.D. *Marbury Brewer, B.A., M.A., M.D. *Richard H. Cowman, B.A. •John Decker, Jr., B.A., M.A. Daniel MurraT Thomas, B.A., M.A. 1853. *Richard Henry Brewer, B.A., M.A. •John Grant Chapman, B.A., M.A. •William Henory Gassaway, B.A., M.A. •Richard Harwood Green, B.A., M.A., M.D. •John Grant Harris, B.A., M.A. *Charles Edward Hutton, B.A., M.A. •William Thomas Iglehart, B.A., M.A. *George Palmer Keating, B.A., M.A. Daniel Randall Magruder, B.A., M.A. *Rev. John Miller Schwrar, B.A., M.A. •Washington Green Tuck, B.A., M.A., M.D. Lemuel Flannigan, English Diploma. J 1855. •Isaac Williams Brewer, B.A., M.A. *Edward McCeney, B.A., M.A. •Osborn Sprigg Iglehart, B.A., M.A., M.D. •Philip Randall Voorhees, B.A., M.A. Edward Augustus Welch, English Diploma. 1856. *Marshall Chapman, B.A. Hammond Claude, B.A. *Philip G. Clayton, B.A. John A. Conner, B.A. *Louis G. Gassaway, B.A. *Thomas B. Kent, B.A. William G. Ridout, B.A., M.A., M.D., LL.B. Alvin C. Wilson, B.A. 1857. *Louis W. Bryan, B.A. *John r. Hyde, B.A., D.D., LL.D. '*Joseph N. Pindell, B.A. *Joseph K. Roberts, B.A. *John H. Sellman, B.A. 1858. *Andrew G. Chapman, B.A., 11(.A. John W. Dorsey, B.A., M.A. *Charles A. Johnston, B.A., M.A. •J.ames W. Wilson, B. A., M.A. ENGLISH DIPLOMAS : W. Octavious Eversfleld. Jonathan Maibe11. •Seaton Munroe. 1859 •John W. Brewer, B.A., M.A., M.D. John Riggs Brown, B.A., M.A. •Richard Rawlings Goodwin, B.A. William Hersey Hopkms, B.A., M.A., Ph.D. •Rev. Adolphus T. Pindell, B.A. *Thomas St. George Pratt, B.A. •James E. Richardson, B.A., M.A. •Dennis Claude Handy, M.D. Jefferson D. Loker. 1860. Roger Bellis, B.A. John P. Cockey, B.A. Henry Clay England, B.A. Robert L. Lusby, B.A., M.D. *Samuel 'Thomas McCullough, B.A., M.A. Dorsey Thompson, B.A. Henry Clay Tinges, B.A. Thomas Allen Ducket, English Dip. (The exercises of the College were suspended in consequence of the war from 1861 to 1866.) Graduates since the re-organization of the College in 1867 : 1871. •R. Riddell Brown, B.A., M.A., LL.B. University of Maryland. •Calderon Carlisle, B.A., LL.D. Samuel Garner, Jr., B.A., Ph.D. Johns Hopkins University. Z. Taylor Pindell, B.A. Henry H. Quynn, B.A. L. Allison Wilmer, B.A., M.A., LL.B. University of llaryla~d. Those marked with an, ( •) are dead. I'~·' ' :I ii i 1, II I1 �........................................................................................ ~1 iii.'I I 88 :i. CIRCULAR OF ST. JOHN'S COLLEGE. CIRCULAR OF ST. JOHN'S COLLEGE. LIST OF GRADUATES-CONTINUED. LIST OF GRADUATES-CONTINUED. 1872. W!lliam H. Harlan, B.A. Robert H. Hooper, B.A. James D. Iglehart, B.A., M.A., M.D. Iredell Johnston, B.A. George W. Munroe, B.A. ~b..flnlock Nelson, RA., D.D. l emon H. Tuck, B.A., M.A., LL.B. University of Maryland. *John S. Wirt, B.A., M.A. 1873. Samuel T. Ashe, B.A. Samuel Ridout, B.A. William Ritchie, B.1'>.. Sidney Waller, B.A. •Henry B. Wirt, B.A. James P. Dawson, B.A. Henningham Gordon, B.A. *Walter R. Crabbe, B.A. 1875. Brune, B.A., Norman Von S. Farquhar, B.A. James D. Murray, B.A. Beale E. Padgett, B.A. Daniel R. Randall, B.A., M.A., Ph. D. Johns Hopkins University. PRO~"'ICIENT M.A., Louis W. Fritch, B.A. •James M. Carlisle, Jr., B.A. Hugh Nelson, B.A., M.A. Frederick Sasscer, B.A., M.A. PROFICIENTS : *E. M. Wyatt Johnson. J. Clarke McGuire, Jr., M.A., M.D. 1876. *George T. Bratten, Jr., B.A. Orloff Lake, B.A. Robert F. Maddux, B.A. John S. Fulton, B.A., M.D. Edw. T. Lawrence B.A., M.A., D.D. Edward D. Martin, B.A. *Charles F. Norris, B.A. PROFICIENT : Alldin M. Sprigg. 1877. N. Walter Dixon, B.A. M.A. Munroe Mitchell, B.A.' Herbert Harlan, B.A., M.A., M.D. Burton A. Randall, B.A., M.A., M.D. : Edward H. Sincell. 1884. PROFICIENTS : James P. GGrter, M.A. •Abram W. Wright, M.A. 1874. Orlando B. Batten, B.A. •Fred. W. Brune, Jr., B.A. *Geo. Williams Greenway, B.A. William J. Griffin, B.A. *Alban D. Johnston, B.A. James M. Munroe, B.A., M.A., LL.D. Keating S. Nelson, Jr., B.A. Blanchard Randall, B.A., M.A. •John K. Randall, B.A. Joseph R. Wilmer, B.A. •w. Sidney Wilson, B.A. *Th~~D. Barton 1883. 1878. J. Shiles Crockett, B.A. •John F. Gontrum, B.A. Henry D. Harlan, B.A., M.A., LL.D. George A. Harter, B.A., M.A. J. Harry Krebs, B.A. *George T. Martin, B.A. *Sydney E. Mudd, B.A. John G. Ray, B.A. H. Arthur Stump, B.A., M.A. Wm. H. Burgess, B.A., M.A. Bruner R. Anderson, B.A. *Fred. H. Clash, B.A., M.A. Joseph T. Coulbourn, B.A. Emerson C. Harrington, B.A., M.A. Wm. F. Johnson, B.A. Wyatt W. Randall, B.A., Ph.D. Johns Hopkins University. Edward J. W. Revell, B.A., M.A. •Henry Clay Schooley, B.A., M.A. George A. Steele, B.A., M.A. Richard B. Tippett, B.A., M.A. Henry B. Wilson, B.A. 1879. *G. Worthington Berry B.A. E. Pliny Griflln, B.A.' Roger S. Powell, B.A. Cadwallader E. Linthicum, B.A. PROFICIENTS : George A. Frick. James W. Greer. 1885. 1880. Manly H. Barnes, B.A. Edward A. Scott, ·B.A., M.A. *F. E. Wathen, B.A., M.A. George A. Frick, B.A. Joseph F. Valiant, B.A. J. D. Williams, B.A. Henry Bower Gorgas, B.A. · Benj. Parker Truitt, B.A., M.A. 1889. Lemuel S. Blades, B.S. T. Leverett Brewer, B. S. Chas. Edwards, B.S. Chas. H. Grace, B.A. Nicholas H. Green, B.A., M.A. Albert H. Hopkins, B.A., M.A. W. T. G. Neale, B.L. Herbert Noble, B.A., M.A. Edwin D. Pusey, B.A., M.A. Charles H. Schoff, B.L., M.D. John G. Tilton, B.S., B.L. W. E. Trenchard, B.A. *J. H. Baker, M.E. 1890. Eugene M .Hays, B.A., M.A., L.H.D. W. A. Hitchcock, B.A. Chas. C. Marbury, B.A., M.D. •John T. Truitt, B.A., M.A. A. K. McGraw, B.S. John S. Newman, B.S. J. Fred. Adams, B.L., M.D. B. Vernon Cecil. B.S., M.A., J.J.Sc. Eugene W. Heyde, B.L., M.A. B. B. Freeman, B.L. J. A. Nydegger, B.L., M.D., M.A. Walter S. Phillips, B.A. T. Ross Payne, B.L., M.D. Jesse H. Ramsburg, B.L., M.A., M.D. M. T. Johnston, B.L. PROFICIENTS : 1891. Francis E. Daniels, B.A., M.A. Douglas F. Duvall, B.Sc., M.A. Wm. Oscar Hurst, B.A., M.A. William H. Phillips, B.A. George M. Register, B.A., M.A. Osborne I. Yellott, B.A. George Seeley Smith, B.Sc., M.A. Charles Brewer, M.D., M.A. Jonn L. Chew. •J. H. Iglehart, LL.B. University of Maryland. Will. Bush Shober. Charles A. Jacobi. PROFICIENTS : A. R. Hagner. W. J. Dawkins, M.A: James Bartol Greene, M.A. 1886. *Ed. M. Hardcastle, B.A., M.D. Clinton T. Wyatt, B.A., M.A., D.D. Jacob Grape, Jr., B.A., M.A. Wlll. Bush Shober, B.S., M.A., Ph. D. Johns Hopkins University. 1881. William W. Davis, B.A., M.A., Ph.D. Wm. C. DeVecmon, B.A., M.A. Benj. F. DeVries, B.A., M.A. Frederick J. Keech, B.A., M.A., D.D. *John B. League, B.A. Edwin R. Leavitt, B.A. L. Dorsey Gassaway, B.A., M.A. PROFICIENTS : T. Kent Green. George C. Schoff. PROFICIENTS : 1887. Edward J. Clarke, M.A L.H.D. *George B. Dorsey. ., A. R. Hagner. Thos. H. Hicks, B.A., M.A. Wm. L. Purdum, B.A. John L. Chew, B.A., M.A. John Ridout, B.A., .MA., M.D. Charles E. Carl, B.L. 1882. Elon St. Clair Hobbs, B.A., M.A. Grafton I. Munroe, B.A:, M.A. Richard I. Watkins, B.A., M.A., D.D. Alvin C. Willey, B.A., M.A. 189%. John I. Yellott, Jr., B.A. Louis T. Clark, B.A., B.S. M. Francis Oliver, B.A. J. Basil Gibson, B.A. Gordon Tull, B.A. Noah E. Offutt, B.A. *A. Lacy Ewing, B.A. •George R. A. Hiss, B.A. M. Clyde Wier, B.A., M.A. Emerson P. Roberts, B.A. E. Julius Clarke, B.A. Louis T. Clark, B.S. George A. Harter, Ph.D. William W. Davis, Ph.D. 1888. Wm. W. Blunt, B.A. J. F. Fenwick, B.A., M.A. *Bernard Murphy, B.A., B.L. Frank P. Willes, B.A., M.A. J, Frank Jacobi, B.S., M.A. PROFICIENT : *Nicholas Brewer, Jr. Those marked with an ( •) are dead. Those marked with an ( *) are dead. .... 89 1893. C. E. Dryden, B.A., B.S., M.A. John H. Waller,. B.A. Samuel . M. Wagaman, B.A., B.S., M.D. w. H .. Wilhelm, B.A., B.S., M.A. Howard C. Norris, B.A. Winfield S. Schley, Jr., B.A., M.D. C. Edgar Keller, B.A. Joseph C. Groff, B.A. : ti i i I i I �..........----------------------------------------------------"'"""'!' 90 CIRCULAR OF ·ST. JOHN'S COLLEGE. CIRCULAR OF ST. JOHN'S COLLEGE. LIST_ OF GRADUATES-CONTINUED. .fames P. Biays, Jr., B.S. Harold C. Ridgely, B.S., M.A. Robert Penington, B.S. Frank M. Gibson, Ph.D. H. Ridgely Riley, B.A., M.A. 1894. Arthur D. Willard, B.A. J. W. Thompson, B.A. Harvey Dern, B.A. Burton Proctor, B.A. C. Monteith Gilpin B A Ernest R. Crapste;, B.A., M.A. Tazewell T. Thomas, B.A., M.A. H!!-rvey L. Cooper, B.A. R1~hard H. Halley, B.S. Wllliam A. Chase, B.S., M.A. Thomas E. Latimer, B.S., M.A. PROFICmNTS : Edmund B. Iglehart. George D. DeShields, Jr. .i 1895. George E. Bennett, B.A., B.S. W. Zach. Childs, B.A. L. B. K. Claggett, B.S. Jas. A. Fechtig, Jr., B.A., M.A. Eugene W. Iglehart, B.A. Courtney B. Jones, B.A. C. Newman Joyce, B.A. Seth H. Linthicum B s *A. Randall Mcllvalne · B A Addi.son E. Mullikin, 'J'l.A., ·M.A. Lesl.1e A. Oliver, B.A. Regmald H. Ridgely, B.S., M.A. Walter C. A. Schaefer BA Roy H. Snyder, B.S. ' . . *Joseph Stine, B.S. E. M. Thompson, B.A., M.A. 1896. W:illiam N. Berkeley, B.S. Richard D. Downs BA Alexander R. Cheston· B A C. Ashby Duvall, B.A. · · Robert H. Williams B A F!"ank G. Wagaman'. B:A: Richard Hughes, B.A. Charles G. Jarboe, B.A., M.A. George A. Maddox, B.A., M.A. J. Roy Roseberry B A Charles H. Shafter, Jesse L. Tull, B.A. Scott M. Wolfinger, B.A. :B.s. 1897. Lewis C. Boehm, B.A. Joseph B. Douglas BA William G. Fay, B.A." · Charles I. Flory, B.A., B.S. Bdgar D. Hilleary, B.S. W. Thomas Kemp, B.A., M.A. Edward M. L'Engle, B.A., M.D. James P. Otrutt. B.A. Roger E. Simmons, B.A. Those marked with an (*) are dead. I I\ 91 LIST OF GRADUATES-CONTINUED . Ulric A. Skirven, B.S. Walter D. Smith, B.A. Charles L. Walls, B.A. Sprlgnel P. Wiley, B.S. Geo. Richard Roberts, B.A., M.A. Edgar Clarke Fontaine, B.A., M.A. Malcolm M. Worthington, B.A. John P. Briscoe, Jr., B.A., M.D. John Gloyd Wells, B.A. George Franklin Wisner, B.S. 1891!. Philip H. Edwards, B~A., M.A., Ph. D. Johns Hopkins University. •James W. Hufftngton, B.A., M.A. Alvey M. Isanogle,. B.A Edwin H. Brown, Jr., B.A. James B. Noble, B.'A., M.A. Charles H. McNab, 'BA MA Albert L. Wilkinson, ·B:A.., ·M:D. Peter P. Blanchard, B.A. Edward R. Cassidy, B.A. Charles E. Terry, B.A., M.D. Owen s. Cecil, B.A. N!Clholas Orem, B.A., M.A. *Kaolin L. Whitson, B.A. Daniel H. Duvall, B.S. William M. Clarke, B.S. Robert Goldsborough, B.S. *DeWitt C. Lyles, B.S. 1902. Vernon S. Bradley, B.A., 111.A. Lou Hamilton Seth, B.A. Charles S. Despard, Jr., B.A. Wayne Willing Keyes, B.A. LeRoy Perry Baker, B.A. Edward H. Tarbutton, B.A. *Augustus W. Bradford, B. A. E. W. Petherbridge, B.A. W. Outerbridge Spates, B.A. Alexis A. Jackson, B. A. S. G. Townshend, Jr., B.A. Alexander Randall, B.A., M.A., M.D. Elliott H. Hutchins, B.A., M.A., M.D. Joseph H. Beard, B.A., M.D., M.A. Thomas S. Crane, B.A., M.A. Wade H. Gordy, B.A. Joshua F. Linthicum, B.A. Samuel W. Ahalt, B.A. . William O. LaMotte, B.S., M.A., M.D. Richard B. Spencer, B.S . William P. ·Ward, B.S. 0 1899. Franklin J. Bohanan, B.A., M.A. *Henry Gordon Douglas, B.A. Walter Lucien Braay, B.A. Frank Williams Evans, B.A. Ridgely P. Melvin B A MA Philip Douglas Lyon~. B.A." ' John S. Strahorn, B.A., M.A. Eugene Hagan Mullan, B.S., M.D. Daniel Hunter Nichols, B.S. J. McDonald Sinclair B S M A William Lee Mayo, B.S. · :• · · Thomas Anthony Collison BS *James Womble Gibson, B.S. · · '\' > 1900. Jesse -0. Purvis, B.A., M.A., M.D. Howard Clarence Hill, B.A. Bertram Walters Anderson BA Benjamin Franklin Conrad Fi A William Price Lawson, B.A. · · Samuel Turner Mackall B A Walter Conrad Mylander, B.A. Henry Powell Turner B A William Henry Wyatt, B.A. Charles Harwood Hodges B A Paul Henry Herman, B.A. · · LeRoy Jenkins Fairbanks BS Louis Baer, B.S. ' · · Oscar Kemp Tolley, B.S. George Bryson Glrault B s Charles C. Herman, :B.s: · William Jacob Shartzer B s Walton Hopkins, B.S., 'M.D." 1901. Oscar Bechtol Coblentz, B.A. Willard Jacob Wiley, B.A. Jo~0 .Roberts Caulk, B.A., Andrew H. _Krug, B.A., M.A. M.A., R. Tunis Strange, B.S. J. Harry Wood, B.S. Harry S. Tarbert, B.S. Edward 0. Halbert, B.S. Harold B. Scarborough, B.S. 1905. Clarence A. McBride, B.A • Arthur W. Harris, B.A. Benj. Duvall Chambers, B.A., M.A. Cullom Holmes Ferrell, B.A. John Howard Fox, B.A. Harrison Rogers Gore, B.A. Samuel Roland Hopkins, B.A. J. Harrison Caulk Kemp, Jr., B.A. Morre! Keith Neville, B.A. Joseph Ransom Pennell, B.A. Merritt Gale Rasin, B.A. Armine Ways Smith, B.A. Duncan Cameron Walton, B.A., M.D. Jno. Wm. Harrison Willing, B.A. .John Vincent Jamison, Jr., B.S. Henry Lynwood Ruland, B.S. John Abel Tarbert, B.S. Arthur Bond Cecil, B.S., M.D. John Martin Green, B.S. Bernard Moss Carter, B.S. 1906. Marcel Selby Keene, B.A. Henry Francis Sturdy, B.A. Edward Talbott Clark, B.A. Herbert Clarence Fooks, B.A. Emmett Earl Hearn, B.A. Richard Herman Hodgson, B.A. Alfred Houston, ·B.A., M.A. Amos Francis Hutchins, B.A. Charles Francis Lloyd, B.A. James LeRoy Mccardell, B.A. William P. C. Morris, B.A. Elmer Griffith Parsley, B. A. James Huntly Sinclair, B.A. Arthur DeThalma Valk, B.A., M.A. Pere Wilmer, B.A. William D. Wrightson, B.A. Charles Edward Chance, B.S. William Pelouse Cutler, B.S. Samuel James Hohberger, B.S. Andrew Park Kelly, B.S., M.A. Ernest M. Linthicum, B.S. Robert Alfred Rouse, B.A. John Bloodgood Wells, B.S. 1903. A. W. Woodcock, Jr., B.A., M.A. Charles A. Cummins, B.S. Drew H. Beatty, B.A. ,James Clark, B.A. Wilson W. Galbreath, B.A. Nevous P. Reed, B.A. LeRoy T. Rohrer, B.A. S. harrison Tilghman._ B.A. Walton Hood Grant, B.A., M.A. Charles P. Hollingsworth, B.A. Thomas W. Hall, B.A. Frederick W. Seward, B.A. Enoch Barton Garey, B.A. Fred Y. Cronk, B.S., M.A., M.D. Riley E. Elgin, B.S. Douglas Claude Handy, B.S. 1904. ·" ' Vernon S. Beachley, B.A., M.A. Mallory L. Burroughs, B.A. Irwin B. Somerville, B.A. Edward R. Padgett, B.A. Burton Wilson, B.A. Harry W. Masenhelmer, B.A., M.A., M.D. John F. Mudd, B.A. John W. Wilmer, B.A. John. M. J. Hodges, B.A. George W. Wilson, B.A. Gordon E. Riggin, B.A. John Chester Stick, B.A. Edward R. Turner, B.A. Harry R. Dougherty, B.A. 1907. Edgar Henry McBride, B.A. Benjamin Hance, B.A. Charles Ernest Tilghman, B.A. Asher Richardson Smith, B.A. John Collinson, Jr., B.A. Norman Alphonso Belt, B.A. Everette LeRoy Bowen, B.A. . . Francis Bernard Gwynn, B.A. •Alton Lindolph Arnold, B.A. A. Contee Thompson, B.A., M.A. Howard Thomas Ruhl, B.A. Robert Anderson, Jr., B.A. Those marked with an ( •) are dead. �92 CIRCULAR OF ST. JOHN'S COLLEQ-E. CIOOULAR OF ST. JOHN'S COLLEGE. LIST OF GRADUATES-CONTINUED. Walter Griffin Mudd, B.A. Alexander McCully Stevens, B.A. Raoul J. Ruz y Poey, B.A. Marcello Worthington Bordley, .. B.A. George Donald Riley, B.A. John Moore Thompson, B.A. William F. Childs, Jr., B.S. Eli Elmer Bennett, B.S. John Triplett Harrison, B.S. William August Strohm, B.S. Irving Patterson Kane, B.S. Cuthbert Clement Cathcart, B.S. Lee Isaac Hecht, B.S. Hugh Aubrey Coulbourn, B.S. Eugene Webster Magruder, B.S. Robert Currier Brady, B.S. · 1908. Charles H: Schuster, B.A. George L. Miller, B.A. John Ira Burton, B.A. Allan C. McBride, B.A. William E. Hauver, B.A. Charles Raymond Halbert, B.A. Francis Lightfoot Lee Harrell, B.A. Wilfred H. Townshend, B.A. Arthur Gartrell, B.A. Waller Bailey, B.A. George M. Austin, B.A. William Neill, Jr., B.A. Pratt D. Phillips, B.A. J. Graham Shannahan, B.A. Harold Hardinge, Jr., B.A. Frank Ernest Caulk, B.A. Alfred C. Quimby, B.A. Frank Henry Gauss, B.A. Newell F. McDorman, B.S. Upton Heath Tarbert, B.S. Marvin A. ·Melson, B.S. Howard Lee Cecil, B.S. Richard Francis Stone, B.S. Clarence H. Cordrey, B.S. 1909. Allen H. St. Clair, B.A. Lloyd Chester Bartgis, B.A. John Irvin Dawson, B.A. Arthur Rufus Laney, B.A. Harrison McAlpine, B.A. Edwin Warfield, Jr., B.A. Charles Luther Weaver, B.A. William Barclay Ennis, B.S. Robert Elmer Jones, B.S. Albert Knox Starlings, B.S. Clarence Trevett Johnson, B.S. Joseph Alex. Kendrick, B.S. 1910. Webster S. Blades, B.A. Harry F. Warrenfeltz, B.A. W. Linden Allen, B.A. William P. Anderson;·, B.A. Clark F. Brown, B.A. Cleveland Dean, B.A. · Roscoe R. Grove, B.4. Russell P. Hartle, B.A. Edgar R. Hauver, B.A. Robert M. Heine, B.A. Leonard E. Kolmer. B.A, John F. Lutz, B.A. Thomas B. R. Mudd, B.A. J. Percy Pinkerton, B.A. C. Henry Ruhl, B.A. Herbert Douglas Taylor, B.A. Harry Eugene Wilson, B.A. Peter George Zouck, B.A. Roy Messici<: Jones, B.S. John Frederick Koenig, B.S. 1911. L. Claude Bailey, B.A. Rowland K. Adams, B.A. E. Stanley Bowlus, B.A. J. Foster Davis, B.A. S. Carl Drake, B.A. Henry Lee Johnson, B.A. Clifford L. Johnson, B.A. William L. Koontz, B.A. J. Eccleston Marsh, B.A. John L. Morris, B.A. Robert Graham Moss, B.A. Eugene M. Owen, B.A. Thomas Parran, Jr., B.A. Emerson Bryan Roberts, B.A. George E. Rullman, B.A. William Stanley, B.A. William Roland Vansant, B.S. 1912. Benjamin Michaelson, B.A. John Arthur Brashears, B.A. Clarence L. Dickinson, B.A. Charles G. Haslup, B.A. Herman R. Holljes, B.A. Robert S. Hopkins, B.A. Spencer D. Hopkins, B.A. Jack Mason Hundley, B.A. Wilhelm Lentz, B.A. Frederick A. Miller, B.A. Louis E. Payne, B.A. C. Holland Riggin, B.A. Raymond E. Staley, B.A. A. Everett Williams, B.A. George L. Winslow, B.A. S. Roland White, Jr., B.A. Mark Victor Ziegler, B.A. Philip Langdon Alger, B.S. William J. Jones, B.S. Kenneth E. Wilson, B.S. HONORARY DEGREES. 1830. •Charles Cummings, D.D. *Theodo.rick Bland, LL.D. LL D . Sylvanus Thayer, U. S. Army, · · 1834. •Nathan C.. Brooks, M.A. 1836. *Rev. Henry Elwell, M.A. •Rev. David F. Shaeffer, D.D. 1869. *Thomas s. Alexander, LL.D. •John v L McMahon, LL.D. •Rev. Samuel F. Shute, D.D. 1871. •Hon. Richard J. Bowie, LL.D. *Hon. James L. Bartol, LL.D. *N. H. Morison, LL.D. •Rev. Benjamin B. Griswold, D.D. *J. Grattan Hagner, M.A. *William E. Thompson, M.A. *Dr. Thomas Welsh, M.A. •Rev. Joseph Wolf, D.D. 1872. *Isaac Nevett Steele, LL.D. *Dennis W. Mullan, U. S. N., M.A. 1840. •Rev. George F. Worthington, M.A. *Edward Hazen, M.A. 1873. •Dr Ninlan Pinkney, U. S. N., LL.D. *Re;,. Julius M. Dashiell, D.D. 1841. *Right Rev. George Doane, LL.D. 1874: Prof. W. LeRoy Broun, LL.D. *Hon. David Davis, LL.D. James M. Garnett, LL.D. *Rt Rev. T. U. Dudley, D.D. *Re:... J. Trapnell, D.D. 1839. Washington 1844. •John Tayloe Lomax, LL.D. 1850. *Rev. Gordon Winslow, D.D. *Rev. Edward J. Stearns, D.D. 1852. •Dr William Sands, M.A. •or: Wllliam"W. Duvall, M.A. •or. Marius Duvall, M.A. 1855. *Right Rev. William Pinkney, D.D. 1856. *Rev.· Peter Van Pelt, D.D. *Rev. Edwin M. Van Deusen, D.Il. *Rev. James A. McKenny, D.D. 1859. •Hon. Roger Brooke Tani;y, LL.D. *Right Rev. William Rollmson Whittingham, LL.D . .... 1875. •Hon. Geo William Brown, LL.D .. *Rev. Theodore P. Barber, LL.D. 1876. •Daniel C. Gilman, LL.D. *Rev. J. Pinkney Hammond, D.D. 1877. •Prof. Hiram Corson, LL.D. •s. 1879. Hon. A. B. Hagner, LL.D. 1880. *Rev. Thomas S. Bacon, D.D. 1860. *William Chauvenet, LL.D. Those marked with an ( •) are dead. )) \ 1878. Teackle Wallis, LL.D. Rev. s. v. Leech, D.D. •Rev. Samuel H. Gordon, D.D. 1868. •Hon. Reverdy Johnson, LL.D. Those marked with an ( •) are dead. 1884. *H. T. Welles Bartley, LL.D. 1886. Jay M. Whitham, M.A. Rev. Alex. C. McCabe, M.A. �94 CIOOULAR OF ST. JOHN'S COLLEGE. CIRCULAR OF ST. JOHN'S COLLEGE. HONORARY DEGREES-CONTINUED. 95 HONORARY DEGREES-CONTINUED. 1887. Rev. Alex. C. McCabe, Ph.D. 1888. •F~ederick A. P. Barnard Richard White M A . • Wm. B. Harlai:i :M .A Somerville p. T{,ck · :M: A W. J. Dawkins, M.A. · · p h.D. 1889. *Rev. John McDowell Leavitt LLD Thomas Fell Ph D • · · *Robert Brooke rias'hiell MA *Rev. W. Scott Southgaie · :D Rev. C. S. Baker D D ' ~. · Rev. R11:n«!olph rl.wrie, · D.D. Rev. Wiiham C. Winslow, D.S. 1890. Rev. Leighton Parks M A Edward J. Clarke M. A · · *Rev. Theodore u~mbrall DD *Rev. R. H. Williams DD ' . ' Hon. Jas. Wilton Brooks, LL.D. c: 1891. Rev. ECmerson Pierce Roberts MA Rev. · Ernest Smith M A ' · · Rev. Wilbur F. Corkran. DD R!'v. George A. Leakln D D . . ~ight Rev. Cleland K.' Nelson D D ev. John Poysal Hyde, LL.D: . • 1892. Rev. Leighton Parks D D Rev. Samuel F. Morris; D.D. 1893. Rev. Wm. M. Dame D D ~ev. W. Wells Woife 'wilson . ev. Henry H. Clark, D D ' D.D. Edward Flint Brown, LL.'D.' 1894. Rev. John H. Howard, D.D. Rev. Laurence B. Thomas D D Rev. Edmund L. Hoffeck~r .D .D Rev. Percy Thomas Fenn, D.D: . Rev. Edward C Macnichol, D.D. Rev. F. W. Tr~mlett D D Rev. John Hammond' LL :D Hon. Henry D. HarJa,'.. LL ri *Hon. Jno. M. Robinso:. LL :D *Hon. Jas. Revell LL :b · · Hon. Somerville P. T{,c:k LLD Rev. Wm. Bayard Hale 'MA . . Rev. Stuart Crockett MA · · Robert H. Noble M'A · · Prof. Henri Mar'ion,' M.A. Those marked with an ( •) are dead. 1903. Rev. William S. S. Atmore, D.D. *Hon. William Pinkney Whyte, LL.D. •Hon. .James McSherry, LL.D. Francis LeRoy Satterlee, .Jr., M.A. 1895. "Rev. James C. Kerr, D.D. Rev. W. L. McDowell 'D D 0 Rev. Charles Plckells: Rev. .J. W. Mcilvaine;· D.D. Rev. Wyllys Rede, D.D: Provost T. I. Ball, LL.D. Rev. Ralph Williams, LL.D. W. A. Duvall, M.A. . D:D: 1904. •Hon. Richard H. Alvey, LL.D. Hon . .Jas. A. Pearce, LL.D.. •Hon. S. D. Schmucker, LL.D. .James W. Cain, LL.D. Franklin B. Dowd, M.A. 1896. Rt. Rev. W. Forbes Adams DD' Rev. Thomas A. Potts D ri · · Rev. C. Ernest Smith 'D :D ' •Rev. A. B. Rlchardsoi:i, D.D. Rev. F. M. Munson, LL.D. *Rev. W. Bayard Hale, LL.D. Thomas .Jay Hudson, LL.D. 1905. Allen S. Will, M.A. Rev. Arthur Chilton Powell, D.D. Right Rev . .J. H. Darlington, LL.D. .John C. Hemmeter, LL.D. Rear-Admiral W .. H. Brownson, U. S. N., LL.D. 1897. Rev . .John B. Blanchet DD •Rev. Frederick W. Cla'.mp~tt. D D Rev. Alfred L Royce D D · · •Calderon Carlisle, LL'.D. ' · •Rev. George H. R. Fletcher, LL.D. Rev. Thomas P. Hughes, LL.D. Rev. Rev. Rev, Rev. Rev. Rev. Rev. Rev. Rev. 1906. George Milton Linthicum, M.A. Rev . .James H. McGuinness, D.D. •Hon. Isidor Rayner, LL.D. 1898. Charles C. Pierce, D.D. .John A. Gutteridge D D Charles W. Baldwin, o:D: Edward O. Flagg, LL.D. Rev. Rev. Rev. *Hon. .John 0 1909. Samuel Maddox, M.A. Clarence w. Stryker, M.A. Edward Julius Clarke, L.H.D. Eugene M. Hayes, L.H.D. Byron Vernon Cecil, D.Sc. 1900;, Rev. Eugene A. Noble, D.D. Rev. Theodore A. O'Brien D D Rev. Morgan Read D D ' · · *Rev. Osborne Ingle; D.D.' Stev. Archer Williams, LL.D. Joshua W. Hering, LL.D. Rev. Henry Lewis Myrick LLD Edwin Higgins, M.A. ' · · Henry F. R. Snyder, M.A. 'B.n. · 1902. Rev. Clinton T. Wyatt, D.D. Rev. George F. Breed, D.D. Rev. Cyrus T. Brady, LL.D. Rev. S. D. Tc;>wnshend, LL.D. 0 B. Lawton Wiggins, LL.D. 1907. Talliaferro F. Caskey, D.D. .John McElmoyle, D.D. Robert M. Moore, D.D. .John Wirt Randall, LL.D. Hayes Hammond, LL.D. 1908. Frederick .J. von Schwerdtner, M.A. Rt. Rev. Chas. Sumner Burch, D.D. Rev. Frederick ;r. Keech, D.D. Rev. Edward T. 'Lawrence, D.D. Rev. Arthur Howard Noll, ·LL.D. 1899. R. Irving Watkins D D Hugh L. Elderd!ce'. D:D: George C. Hall, D.D. Clarence T. Wilson D D William Thomas W~y, M'.A. 1901. Rev. Ralph W. Kenyon, D.D. Rev. W. W. Van Arsdale D D Archdeacon T. H. M. Vlille~s . Appleby, LL.D. Rev. Ch~r~es Callow, M.A. Rev. Wiiham Fitz-Simon MA Rev. Thomas H. Russell, Francis LeRoy Satterlee, D.Sc. *Thomas .John Morris, LL.D. •James T. Woodward, LL.D. Francis Lynde Stetson, LL.D. William Barclay Parsons, LL.D. Randolph Winslow, M.D., LL.D. Rev. Daniel Harwood Mar.tin, D.D. Rev. Edward Barnes Niver, ·D.D. Rt. Rev. John G. Murray, D.D. Those marked with an ( •) are dead. .• 1910 . Rev. C. L. Hubbard, M.A. Henry Lee Smith, M.D., M.A. William .J. Gaynor, LL.D. Ma•cus BenJamin, LL.D. Rev. Robert Kerr Stephenson, D.D. Rev. George S. Bell, D.D. Rev. George W. Dame, D.D. Rev. C. T. Blanchet, D.D. 1911. Eugene Lee Crutchfield, M.A. Rev. Frederick Gardiner,' L.H.D. Francis Horace Vizetelly, LL.D. Herbert Noble, LL.D. N. Charles Burke. LL.D. Henry Stockbridge, LL.D. Rev. William E. Bird, D.D. Rev. George P . .Jones, D.D. Rev . .Joseph Patton McComas, D.lJ. Rev. Robert S. Coupland, D.D. 1912. Rev. Otis H. Draper, M.A. Charles W. Duval, M.A. Rev. W. J. .J. Cornelius, M.A. A. D. F. Hamlin, L.H.D. Wilbur F. Smith, L.H.D. J. A. Nydegger, Sc.D. Thos. E. Satterthwaite, Sc.D. Allen S. Will, LL.D. Hon. W. L. Marbury, LL.D. Hon . .J. P. Gorter, LL.D. Rev . .J. H. Nelms, D.D. Rev. F. G. Porter, D.D. Rev. Van P. Northrop, D.D. Rev. A . .J. Gill, D.D. '. ll~I �--------------ri 96 CIRCULAR OF ST. JOHN'S COLLEGE. COMMENCEMENT EXERC~SES, 1912. ·INDEX. PROGRAMME. PAGE Absence from College ........... · · .. · .. · · · · · · · · · · · · · · · · · · · · · · · · · · 27 Admission, Terms of ........... · · · · .. · · · · · · · · · · · · · · · · · · .. · · · · · ·29-~ Alumni Association............................. · · · · · .......... · · · Athletic Association .... ·········································· ~1 Board ••........ ·················································· 1 Calendar for 1913-'14 ................... · · · · · · · · · · · · · · · · · · · · · · · · · · .o Chemical Laboratory ................................ , ... · · .... · · · ~= Classes........ · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 74 Clubs for Boarding .............. · · · ..... · . · · · · · · · · · · · · · · · · · · · · · · · Costume, Academical. ...... · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 4 7 Courses of Study·-Freshmen ... · · · · · · · · · · · · · · · · · · · · - · · · · · · .44, 4 '- 48 " " " Sophomore ............................. .44, 47, 4 " " Junior ................................. .45, 47, 48 " " Senior .................................. 46, 47, 48 " " Special Pre-Medical. .......................... 37 Degrees ......... · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · '.i5 ~ Elective Studies ... · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · • ' 71 Encampment, Annual. ..... · · · · · · · · .... · .... · · · .. · · · · · · · · .. · .. "7 41 Examination ......... · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·3 ' 72 WEDNESDAY, JUNE 12TH. Return from Encampment at Tolchester Beach. THURSDAY, JUNE 13TH. 5.00 P. M.-Exhibition Drill. Competitive Company Drill for Sword ·presented by Lt. R. E. Jones, U. S. A. (Class 1910). 8.00 P. M.-Preparatory School Co=encement. Address by F. Lightfoot Harrell, City of Mexico. (Class 1908). g FRIDAY, JUNE 14TH. 6.00 P. M.-Dress Parade. 8.00 P. M.-Dance and Supper by Phi Sigma Kappa Fraternity. SATURDAY, JUNE 15TH. ~:~:ft~~: 8.00 P. M.-College ~dolin and Glee Club Concert. 11.00 A. M.-Baccalaureate Sermon, by Rt. Rev. John Gardner Murray, Bishop of Maryland. :MONDAY, JUNE 17TH. ' Concert on Front Lawn. f.%1!~~:::::::: ::: ::::: ::::::: ::::::::::::: ::::::::::::::::: .:::: 7~ Followed by Promenade TUESDAY, JUNE 18TH. 10.30 A. M.-Raising of Class Shield and Presentation of Tablet to the Memory of C. F. Roehle. (Class 1895). 3.00 P. M.-Baseball Game Between Students and Alumni. 6.00 ·P. M.-Dress Parade. 8.00 P. M.-Farewell Ball. Class 1913 to Class 1912. WEDNESDAY, JUNE 19TH. 10.30 A. M.-.Graduation Exercises. 14 i SUNDAY, JUNE 16TH. 11.00 A. M.-Senior Oratorical Contest. 6.00 P. M.-Dress Parade. 8.00 P. M.-Junior ·Oratorical Contest. :::::::::::::::::::::::::::::::::::::::::::::::::::::::: Faculty Advisers .............................. · • · • · · . . . . . . . . . . . . . ~~ Freshmen .......•••............. · ·· ·· · .. ·· ·· ··········· · ······· · Government and Discipline ...... · · · · · · · · · · · · · · · · · · · · · · · · · • · '. · · · · · 2 Graduates .......................... ············· ············· .... ~ Gymnasium ...... · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 74 Heating of Buildings ... · ...... ······· ···.... ···.. ············ .... 2 Honorary Degrees ... · · . · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ~2 Honor System ... · · · · · · · · · · · · · · · · · · · · - · · · · · · · · · · · · · · · · · · · · · · · · · · · · 16 Addresses by Hon. W. L. · Marbury, Baltimore, Md., ·and by Hon. J. Harry Preston, Mayor of Baltimore. 1.00 P. M.-Luncheon in Senior Hall. -, Literary Societies ....................... ························· 4 Military Department ................. · · · · · · · · · · · · · · · · · · · · · · · · · · · ~~ Organization and Location •............... - · · · · · · · · · · · · · · · · · · · · · · Public Worship and Y. M. C. A ......... - . · .. · · · · ·· · · ·. · · · .. · · · · · · 4~ Scholarships State•......................... · . · · · · · · · · · · · · · · · · · · · 8 " ' Collegiate (Free Tuition) ....................... · .. · 81 " Special. ......... · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · i~ ~~~~~!~~~~ :::::::::::::::::::::::::::::::::::.:::::::::::::::::: ~~ Students, List of: ........ · · .. · · · · · · · · · · · · · · · · .. · · · · · · .. · · " · · · ·44-so Studies, Courses ?f..... · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 38 Terms and Vacation ............................... · · · · · · · · · · · · · · Unifonn ............................ · · · · · · · · · · · · · · · · · · · · · · · · · · · · · 7~ University of Maryland...... ·.··································· . 3" " " Council .................................. . 5 " " Faculties ...........................•. · • · •6-9 Visitors and Governors, Board of ...................... · · · . · · · · · · · l~ " " " Standing Committees of. . . . . . . . . . . . . . . . • . b � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Circular of St. John's College Annapolis, Maryland for the Academic Year 1912-1913 and Prospectus 1913-1914 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 96 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Circular of St. John's College Annapolis, Maryland for the Academic Year 1912-1913 and Prospectus 1913-1914 Date A point or period of time associated with an event in the lifecycle of the resource 1912-1913 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available The Advertiser-Republican Description An account of the resource College catalog for the years 1912-1913 Catalog Catalogue College catalog University of Maryland https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/e9129aa56180ab0f5ce245ca0f0fb2ce.pdf 71035aa860aa85bbed6538ad6225f03e PDF Text Text CIRCULAR : OF j . ST. JOHN'S COLLEGE ANNAPOLIS, MARYLAND FOR THE ACADEMIC YEAR =1913-1914== AND·.-. ,- PROSPECTUS =1914-1915= •. PBINTIID BY THE ADVERTISER-REPUBLICAN ANNAPOLIS, )ID. .' i I �- UNIVERSIT.Y OF MARYLAND. I '. GENERAL STATEMENT. ST. JOHN'S COLLEGE has entered into an affiliation with the Schools of Law, Medicine, Dentistry, and Pharmacy of the University of Maryland. The operation of these working relations is outlined as fbilows: · FmsT. Seniors in St. John's College must do the number of hours required work as specified in the schedule (page 35) for the Senior class. The remaining hours may be supplied by elective studies in the Law School of Maryland University as comprised in that school. Upon the satisfactory completion of this course the degree of Bachelor of .Arts or Bachelo.r of Science is conferred upon such students at the end of the year. The Professional Degree may be reached in two years more. Students so electing must continue their formal registration in the college, though doing part of their work in the Law School. SECOND. Students who have completed the Junior year in St. John's College and who have made an approved choice of electives, may, if they desire it; do the entire work of the Senior year in the Medical School of the University. If they successfully complete the work of the first year in the Medical School they are graduated with their class with the degree of A. B. or B. S. from St. John's College. By taking advantage of this privilege a man may complete the Undergraduate and Medical courses in seven years. During three of these years, or until he has completed the work of the Junior class, he is a resident student in St. John's College, and for four years he is a resident in the Medical School in Baltimore. At the end of the fourth year he receives the A. B. degree, and at the end of seven years the M. D. degree, but credit from the Medical School cannot be accepted in subjects,for which credit· has already been given in the college of Liberal .Arts. --r �UNIVERSITY OF MARYLAND. THE UNIVERSITY OF MARYLAND is represented by :five departments, each having a distinct faculty of instruc~ion. 1st. THE COLLEGE OF LmERATJ ARTS at Annapolis, Maryland. St. John's College, Annapolis, Md., founded in 1696, as King William's School, is by contract of affiliation .styled and is recognized as the Department of Arts and Sciences. ".I'he curriculum leads to the degree of Bachelor of Arts and Science and Master of Arts. (See pp. 28.) 2nd. THE SCHOOL OF MEDICINE, in Baltimore, Maryland. This school was established in Baltimore, Md., in 1807, and effers a high grade course in medicine, leading to the degree ef Doc.tor of Medicine, and extending over a period of four ~ears. It represents the Department of Medicine. . 3rd. THE SCHOOL OF LAw, in Baltimore, Maryland. This ·school was opened in 1822 and reorganized in 1865, and is designed by means of a course of study covering three years to qualify its students for the degree of Bachelor of Law, and for a successful practice of the law. It represents the Department of Law. 4th. THE DEPARTMENT OF PHARMACY was established in 1841 as the Maryland College of Pharmacy, and affiliated with the University in 1904. The school is designed to give students a thorough acquaintance with pharmacy, chemistry, · materia medica, and pharmacognosy by means of lectures and laboratory training. The course leading to degree of Doctor '1f Pharmacy extends over two years. 5th. THE DEPARTMENT OF DENTISTRY was founded in 1882, and is designed to teach the art of dentistry as an integral part of the School of Medicine. The course of study leadmg to the degree of Doctor of Dental Surgery covers a period e-f three years. UNIVERSITY OF MARYLAND. IS THE UNIVERSITY COUNCIL. The Gouneil formulates the seheme of studies to be pursued by studenta desiring both an ~cademic and a professional or seientific degree. THE CHANCELLOR: IioN. PHILLIPS LEE GOLDSBOROUGH ....... Governor of Maryland THE PROVOST: THOMAS FELL, PH., D., LL. D., D. C. L. FOB ST. JOHN'S COLLEGE: PHILEMON H. TUCK, LL. D., M. A., AND PRoFESSOR J. B. RIPPERE, M. A. FOB SCHOOL OF MEDICINE: PBOFESSORS R. DORSEY COALE, PH. D., AND RANDOLPH WINSLOW, M. A., M. D., LL. ·D. FOB SCHOOL OF LA.W': PROFESSORS HENRY D. HARLAN, LL. D., AND HENRY STOCKBRIDGE, LL. D. FOB SCHOOL OF PHARMACY: PROFESSOR CHARLES CASPARI, JR., PH. D. FOB SCHOOL OF DENTISTRY: PRoFESSOR T. 0. HEATWOLE, M. D., D. D.S. �6 UNIVERSITY OF MARYLAND. UNIVERSITY 01!' MARYLAN11. 'I MEDICAL DEPARTMENT. R. DORSEY CO.ALE, A.M,, PH.D., M.D., DEAN. BOARD OF INSTRUCTION. SAMUEL c. CHEW, M.D., LL.D., Emeritus Professor of Medicine. -R. DORSEY CoALE, Ph.D., Professor of Chemistry and Toxicology, Dea..'11 of the Faculty. RANDOLPH WINSLOW, A.M., M.D., LL.D., Professor of Surgery. L. E. NEALE, M.D., LL.D., Professor of Obstetrics. CH.All.LES W. MITCHELL, A.M., M.D., Professor of Pediatrics and Clinical Medicine. THos. A. ASHBY, M.D., LL.D., Professor of Diseases of Women. J. HOLMES SMITH, M.D., Professor of Anatomy. JOHN C. HEMMETER, M.D., Ph.D., Sc.D., LL.D., P1·ofe&sor of Physiology and Clinical Medicine. ARTHUR M. SHIPLEY, M.D., Professor of Materia Medica and Surgical Pathology. DAVID STREETT, A.M., M.D., Professor of Primtice 'of Medieine. SAMUEL K. MERRICK, M.D., Professor of Diseases of the Throat and Nose. ERNEST ZUEBLIN, M.D., Professor of Medicine. JOSE L. HIRSH, B.A., M.D:, Professor of Pathology and Bacteriology and Visiting Pathologist to the University Hospital. HIRAM WOODS, A.M., M.D., Professor of Ophthalmology and Otology. JOHN S. FULTON, A.B., M.D., Professor of State Medicine. DANIEL BASE, PhD., Professor of Analytical Chemistry. GORDON WILSON, M.D., Professor of Principles of Medicine. HARRY ADLER, B.A., M.D., ProfeBsor of Clinical Medicine. TH-OMAS c. GILCHRIST, M.R.C.S., L.S.A., M.D., Professor of Dermatology. F&ANK MARTIN, B.S., M.D., Professor of Clinical and Operative Surgery. CHARLES G. HILL, A.M., M.D., Professor of Psychiatry. A. C. PcLE, M.D., Professor of Descriptive Anatomy. J. D. BLAKE, M.D., Professor of Clinical Surgery. J. F&ANK CROUCH, M.D., Professor of Clinical Aphthalmology and Otology. J. M. H. ROWLAND, M.D., Professor of Clinical Obstetrics. CHARLES O'DONOVAN, A.M., M.D., LhD., Professor of Clinical Pediatrie11 and (.,""linieal Medrcine. G.. MILTON LINTHICUM, A.M., M.D., Profescsor of Diseases of the Rectum and Colon. W. B. PERRY, M.D., Professor of Clinical Gynecology. TILGHAM B. MARDEN, A.B., M.D., Professor of Histology an-d Embryology. J. MAsoN HUNDLEY, M.D., Professor of Clinical Gynecology. JOSEPH T. SMITH, M.D., Professor of Medical Jurisprudence and Hygiene. And one hundred ·and ten Clinical and Associate Professors. LAW DEPARTMENT. HON. HENRY D. HARLAN, Dean, 1061 Calvert Building. BOARD OF INSTRUCTION. Arranged Alpihabetica.l.ly. ALFRED BAGBY, JR., A.B., Ph.D., LL.B., Testamentary Law. RAN!DOLPH BARTON, JR., A.B., LL.B., Praetice Court and Legal Ethics. CARROLL T. BOND, A.B., LL.B., Bills and Notes and Plead.fog. J. WALLACE BRYAN, A.B., Ph.D., LL.B., Common Carriers. HOWARD BRYANT, A.B., Practice in State Courts. W. CALVIN CHESNUT, A.B., LL.B., Insurance. wARD BALDWIN COE, A.B., A.M., LL.B., T>itle and Conveyancing. JAMES U. DENNIS, LL.B., Personal Property, Including Bailments. EDWIN T. DICKERSON, A.B., A.M., LL.B., Contracts and Agency. JOSEPH C. FR.ANOE, LL.B., Corporations. ELI F&ANK, A.B., LL.B., Torts. JAMES P. GoRTER, A.M., LL.B., LL.D., Evidence. HENRY D. HARLAN, A.B., A.M., LL.B., LL.D., Domestic Relations. CHARLES McH. How.uw, A.B., LJ..1.B., Equity Jurisprudence. ARTHUR L. JACKSON, LL.B., Conflict of Laws. STUARTS. JANNEY, A.B., LL.B., Commercial Law. SYLVAN H. l.1AUCHHEIMER, A.B., LL.B., Bankruptcy. Al.FRED S. NILES, A.B., A.M., LL.B., Constitutional Law. EUGENE 0 'DUNNE, A.M., LL.B., Criminal Law and Medical Jurisprudence. WILLIAM LEE RAWLS, Conti·acfa1 and Agency. ALBERT C. RITCHIE, A.B., LL.B., Elementary Law. JOHN C. ~SE, LL.B., Jurisdiction and Procedure of the Federal Courts Ad!Illralty, Paitents, Trade-marks and Copyrights. ' HENRY STooKBRIDGE, A.B., LL.B., LL.D., ;International Law. HERBERT T. TIFFANY, A.B., LL.B., Real Property. CLARENCE A. TUCKER, LL.B., Equity Procedure. JOSEPH N. ULMAN, A.B., A.M., Sales of Personal Property. �8 UNIVERSITY OF MARYLAND. UNIVERSITY OF MARYLAND. 9 FACULTY OF THE DENTAL DEPARTMENT. T. 0. HEATWOLE, M.D., D.D.S., DUN. of FERDINAND J. S. Go&GAS, A.M., M.D., D.D.S., Professor Emeritus Dental Prosthesis. R. DORSEY COALE, A.M. Ph.D., Professor of Chemistry and Metalllll'g7. J. HOLMES SMITH, A.M., M.D., Professor of Anatomy. JOHN C. HEMMETER, M.D., Ph.D., LL.D., Professor of Physiology. TIMOTHY 0. HEATWOLE, M.D., D.D.S., Professor of Dental Materia Mec1ica and Therapeutics. . ISAAC H, DAVIS, M.D., D.D.S., Professor of Operative and Clinical Dentistry. J. WILLIAM SMITH, D.D.S., Professor of Dental l'.rosthesis. ELME& E. C&uzEN, D.D.S., Professor of Crown and Bridge Work &11i Ceramics. B. ME&&ILL HOPKINSON, A.M., M.D., D.D.S., Professor of Oral Hygiene and Dental History. ELDRIDGE BASKIN, M.D., D.D.S., Associate Professor of Clinical Den~ and Orthodontia. J. S. GEISE&, D.D.S., Associate Professor of Dental Prosthesis and Operative and Prosphetic Technics. J. W. HOLLAND, M.D., Associate Professor of Anatomy. L. WHITING FA&INHOLT, D.D.S., Demonstrator of Crown-Bridge, Poreelain and Inlay Work. CLYDE V. MATTHEWS, D.D.S., Instructor of Histology and Dental An· atomy. RoBE&T P. BAY, M.D., Instructor in Oral Surgery. RoBE&T L. MITCHELL, M.D., Instruetor of Bacteriology a.nod Pathology. E. FRANK KELLY, Ph.G., Director of Chemical Laboratory. FRANCIS J. VALENTINE, A.M., D.D.S., Director of Dental Infirmary. WILLIAM A. REA, D.D.S., Chief Demonstrator of Operative Dentistry. ALE:x:. H. PATERSON, D.D.S., Demonstrator of Prosthetic Dentistry. S. WHITEFE>BJ> MOORE, D.D.S., Demonstrator of Anresthesia and Analgesia. GEORGE F. DEAN, D.D.S. ~ E. FITZROY PHILLIPS, D.D.8., Assistant Dental Demonstrators. CHARLES A. SHREEVE, ·D.D.S., DEPARTMENT OF PHARMACY. FACULTY. SEVENTY·FIRST ANNUAL SESSION MARYLAND COLLEGE OF PHARMACY, CHA.Iu.Es CASPARI, J&., Phar.D., Professor of Theoretical and Applied Pharmacy. DAVID M. R. CULBRETH, PH.G., M.D., Professor of Materia Medica, Botany, and Pharmacognosy. DANIEL BASE, Ph.D., Professor of Chemistry and Vegetable Histology, HENBY P. HYNSON, Ph.G., Professor of Dispensing and Commercial Pharmacy. E. FRANK KELLY, Ph.G., Associate Professor of Pharmacy. JAKES W. WESTCOTT, Ph.G., Associate Professor of Materia Medica. H. A. B. DUNNING, Ph.G., Assistant Professor of Chemistry. .OH.uu.Es H. WARE, Ph.G., Associate Professor of Botany. Hli:NBY L. TROXEL, Ph.G., Demonstrator of Chemistry. J'. CABI/J.'ON WOLF, Phar.D., Demonstrator· of Dispensing. JOEL J. BARNETT, Phar.D., Demonstrator of Pharmacy. ··I" l!lor catalogue containing full information, address CHARLES CASPARI, J&.., Dean of the Maryland College of Pharmacy, University of Maryland, :Baltimore, Md. The regular sessions (of seven months each) ~egin October 1st, and the summer sessions at the close of the regular sessions. For catalogue and other information apply ·to Dr. T. 0. Heatwole, Dean of the Dental Department of the University of Maryland, N. !I. Comer of Greene and Lombard Streets, Baltimore, Maryland. II II �10 CIRCULAR OF ST. JOHN'S COLLEGE. 1914. CIRCULAR OF ST. JOHN'S COLLEGE. CALENDAR. 1915. ORGANIZATION. 1914. WEDNESDAY, SEPTEMBER 16. Opening of Session and Reception of Candidates for Admission. THURSDAY, SEPTEMBER 17. Examination for conditioned and unexamined students in Latin and Greek. FRIDAY, SEPTEMBER 18. Examination for c.onditioned and unexamined students in English, History and Science. SATURDAY, SEPTEMBER 19. Examination for conditioned and unexamined students in Mathematics. THURSDAY, ·NOVEMBER 26. Thanksgiving Day. TUESDAY, DECEMBER 22. Commencement of Christmas vacation. 1915. TUESDAY, JANUARY 5. 11 Resumption of College Exercises. WEDNESDAY, FEBRUARY 3. Second Term begins. WiEDNlESDAY, MARCH 31 .. Easter vacation begins. WEDNESDAY, APRIL 7. Easter vacation terminates at 8.00 WEDNESDAY, JUNE 2. En.trance Examination. Greek. THURSDAY, JUNE 3. Entrance Examination. His torr and Science. FRIDAY, JUNE 4. Entrance Examination. Mathematics. FRIDAY, JUNE 11. (8 P. M.) Dance and supper given by Phi Sigma Kappa l!'raternity. The charter of St. John's College was granted in 1784, and the institution opened,in 1789. But under another form and name it had been doing its work during nearly a hundred previous years, and is, therefore, one of the oldest colleges in th.e country. At the city of St. Mary's, then the capital of Maryland, as early as 1671, the Upper House of the General .Assembly passed an Act ''for founding and erecting a school or college for the education of youth in learning and virtue.'' This was followed by the Act of 1696, establishing KING Wn,LIAM 's SCHOOL, which was opened 1701. Here were educated some of the most distinguished sons of Maryland-physicians, lawyers, statesmen, clergymen-and pre-eminent among tl!e brilliant number was William Pinlmey, whose learning and eloquence have a national fame. KING WThLIAM's SCHOOL was, in 1784, merged into St. John's College, which has thus been connected with the State of Maryland from the early times of colonial history. Francis Scott Key, author of our favorite national ode, and Reverdy Johnson, distinguished as a lawyer and a statesman, are among the alumni, and many others, scarcely less eminent, could be mentioned. P. M. SA'l'URDAY, JUNE 12. (8 P. M.) SUNDAY, JUNE 13. (11 A. M.) LOCATION AND ACCESS. Latin and English, Debate between the Philomathean and Philokalian Societies. Baccalaureate Sermon. MONDAY, JUNE 14. (11 A. M.) Senior Oratorical Contest. MONDAY, JUNE 14. (8 P. M.) Junior Oratorical Contest. TUESDAY, JUNE 15. Farewell Ball to Graduating Clal!I. WEDNESDAY, JUNE 16. Commencement Day. The college is pleasantly sitlilated at Annapolis, on the banks of the Severn river, a few miles from the Chesapeake Bay. Nothing in the country surpasses the picturesque beauty of its situation. The college green is spacious, amply shaded, and most attractive to the eye, while the campus, in the rear, is admirably adapted for sports. Bordering the grounds, ''College Creek,'' a branch of the Severn, affords every facility for swimming and boating. Indeed, the situation combines every advantage desirable for a college. The buildings are large, commodious, and well adapted for purposes of both classical and technical education, and accommodate two hundred and fifty students. Annapolis has hourly trolley communication with Baltimore and Washington, daily steamboat connection with the former city, and telephonic and telegraphic connection with every part of the country. �is CIBCULAR OF ST. JOHN'S COLLEGE. CIRCULAR OF ST. JOHN'S COLLEGE. BOARD OF VISITORS AND GOVERNORS. BOARD OF VISITORS AND GOVERNORS. (Continued.) WILLIAM G. RIDOUT, M,D •• A:nnapolis, Md., 1882. NICHOLAS H. GREEN, Annapolis, Md., 1901. GEORGE WELLS. M.D., Annapolis, Md., 1882. HARRY J. HOPKINS, Annapolis, Md., 1902. Annapolis, Md., 1912. PHILEMON H. TUCK, Baltimore, Md., 1885. STEVENSON A. WILLIAMS, Bel Air, Md., 1904. PRESIDENT L. DORSEY GASSAWAY, Annapolis, Md., 1891. LOUIS T. CLARKE, Ellicott City, Md., 1905. HoN, DAN. R. MAGRUDER, Annapolis, Md., 1891. NEVETT STEELE, Annapolis, Md., 1907. Annapolis, Md. HoN. JOHN G. ROGERS, Ellicott, City, Md., 1894. JOHN L. CHEW, Annapolis, Md., 1908. SECRETARY JAMEf::I M. M;uNROE, Annapolis, Md., 1896. WILLIAM WOODWARD, New York, N. Y., 1910. PRESIDE:t."'r (Under the Charter eleoted annually.) His EXCELLENCY, PHILLIPS L. GOLDSBOROUGH, The Governor of Maryland, (Pro-tem.) HoN. ROBERT MOSS, L. DORSEY GASSAWAY, Esq., HoN. ROBERT MOSS,_f Annapolis, Md., 1897. Annapolis, Md., 1891. (Ez-Officio.) HON. JESSE D. PRICE, President of the Senate, Salisbury, Md. (Ez-Officio.) HoN. JOHN P. BRISOOE, Judge Court of. Appeals, Prince Frederick, Md. B!oN. JAMES Mee. TRIPPE, Speaker of the House of Delege,tes, Baltimore, Md. HoN. JOHN R. PATTISON, Judge Court of Appeals, Cambridge, Md. HON. A. HUNTER, BOYD, Ohief Judge Court of Appeals, Cumberland, Md. HoN. WM. H. THOMAS, Judge Court of Appeals, Westminster, Md. L. ALLISON WILMER, LaPlata, Md., 1897. HoN. HAMMOND URNER, Js. Judge Court of Appeals, Frederick, Md. HoN. EMERSON C. HARRINGTON. Cambridge, Md., 1912. FRANK H. STOCKETT, Annapolis, Ma:, 1897. I_ .\ I HON. JOSEPH H. BELLIS, Annapolis, Md., 1912. JAMES A. FECHTIG, New York City, 1899. HoN. JAS. R. BRASHEARS, Annapolis, Md., 1912. CHARLES G. FELDM:EYER, Annapolis, Md., 1899. DANIEL R. RANDALL, Annapolis,. Md., 1913. HoN. WALTER I. DAWKINS, Baltimore, Md., 1913. HON. HENRY STOCKBRIDGE, JR., HoN. JAMES A. PEARC1!1, Judge Court of Appeals, Judge Court of Appeals, Baltimore, Md. Chestertown, Md. HoN. N. CHARLES BURKE, Judge Court of Appeals, Towson, Md. BRUNER R. ANDERSON, Baltimore, Md., 1910. I ·I I ·1 ! I �. ' i M ©IRCULAR OF ST. JOHN'S COLLEGE. CIRCULAR OF ST. JOHN'S COLLEGE. STANDING COMMITTEES OF THE THE FACULTY. BOARD OF VISITORS. 15 THOMAS FELL, M.A., PH.D., LL.D., D.C.L............... PRESIDENY. Professor of Moral Science BUILDINGS A..l~D GROUNDS. MESSRS. Moss, Chairman; WELLS, MAGRUDER, Rmom, STEELE, HOPKINS, BRASHEARS. JOHN BROCKWAY RIPPERE, M.A ................. VICE-PRESIDEN-. (Graduate of Wesleyan University.) Professor of Latin. ' FACULTY AND INSTRUCTION. ~~'il\_t MESSRS. MUNROE, Chairman; CHEW, TUCK, GREEN, Ili.ir.B.rnerto:N. JOHN B. WHITE, M.A., (Graduate. of Geneva College.) Professo1· of Greek and Lat·in . MILITARY DEPARTMENT AND DISCIPLINE. MESSRS. STOCKETT, Chairman; STEELE, FELDMEYER, BRASHEARS, GASSAWAY. FINANCE. MESSRS. HOPKINS, Chairman; STOCKETT, FELD:MEYER, WELr,s, BELLIS. DEGREES. MESSRS. MAGRUDER, Chairman; GASSAWAY, MUNROE, GREEN, ANDERSON. CATALOGUE. MESSRS. RIDOUT, Chairman; BELLIS, FELDMEYER. t. ' LIBRARY. MESSRS. CHEW, Chairman; CLARK, STEELE. ENDOWMENT. MESSRS. WELLS, Chairman; MUNROE, STOCKETT. VACANCIES IN BOARD. MESSRS. GASSAWAY, Chairman; FELDMEYER, MUNROE. PUBLICITY AND SECURING NEW MESSRS. GREEN, Chairman; CHEW, STEELE, S~UD:Ei~'l;~. :IFE"~ii:rif· Moss. ON THE PART OF THE ALUMNI. MESSRS. RIDGELY P. MELVIN, Annapolis, Chairman; WM. c. DEVECMON, Cumberland, Md.; REV. JOHN YELLO'l'T, Bel Air, Md.; VERNON S. BRADLEY, Cambridge, Md.; PETER P. BLANCHARD, Baltimore, Md.; EDWIN H. BROWN, Centreville, Md.; JOHN BOSLEY, Baltimore, Mid.; OSCAR B. COBLENTZ, Frederick, Md.; EDWARD T. CLARK, Ellieott City, Md.; RICHARD J. DUVALL, Annapolis, Md.; J. VINCENT JAMISON, JB., Hagerstown, Md.; JOHN F. MUDD, LaPlata, Md.; NICHOLAS OREM, Easton, Md.; JOHN s. NEWMAN, Frederick, Md.; WILLIAM STANLEY, Laurel, Md.; AMOS w. WOODCOCK, Salisbury, 'Md.; WM. 0. SPATES, Poolesville, Md.; E. CLARK FONTAINE, Roland Park, Baltimore, Md.; JOHN HowARD Fox, Towson, Md.; HENRY c. RUHL, Baltimore, Md. ..• BENJAMIN HARRISON WADDELL, M.A., (Graduate of Washington and Lee University.) Professor of Mathematics. ·; CHARLES G. EIDSON, B.S.E.E., M.A., (Graduate of t.he Unive~sity of Tennessee.) Associate ·Member American Institute of Electrical Engineer& Professor of Physics and Drawing. \ 1 ADOLF SCHUMACHER, PH.D., (Graduate of Gottingen and :University of Pennsylvania.) Professor of Fi·ench and Germa1i. . l SIDNEY GUNN, B.A., M.A., (Graduate of Harvard University.) Professor of English. ED~OND EARL LINCOLN, B.A., M.A., (Graduate of Ohio Wesleyan University and of Oxford England.) Professor of History and Political Economy, and Secretai·y dt the Fact/Jt#- REGINALD H. RIDGELY, B.S., M.A., (Graduate of St. John's College.) Professor of Biology. /, f"' JOHN CLIFFORD GRAY, B.A., M.A., (Graduate of H·arvard University.) Professor of Chemistry and Physics. CHAUNCEY St.C. McNeil, U. S. A., (Lieutenant of the United States Army.) Professor of Military 8<-'ience and Tactics and Lecturer on biternattonal and C011stitutionaZ Law. THOMAS L. GLADDEN. Superintendent of the Proparatory School and Instructor in li/ngZish and Latin. ROSQQE li]. GROVE, B.A., ( Gradu11<te of St. John's College.) Assistant in Preparatory School. V ·: . SARAH BERRY, Registrar and Secretar:IJ for the P1·esident. I 1 11.111 l'i �I I CIRCULAR OF ST. JOHN'S COLLEGE. :l!6 ~ . l GENERAL INFORMATION. GENERAL REGULATIONS. A copy of the general rules of the college can be obtained upon application at the President's office. , All students are required to be present promptly on the opening day of the session, but no students except those having special permits from the Faculty will be allowed in the College buildings before the regular day of opening. Each member of the Senior, Junior and Sophomore classes is allowed, in each term, as many absenceci from recitations in any study pursued by him in the class of which he is a member, as there are prescribed recitations per week in that study; and for each absence above the number thus allowed, he will be given zero as a recitation mark, and ten demerits. Each student of the Freshman Class is allowed in each term three absences from recitations, in each study in which four recitations per week are prescribed ; two absences in each 11tudy in which three recitations are prescribed; and one ab:Beil.Ce in each study in which two recitations are prescribed. Excepting these cuts he will be marked zero for each and every absence whatever from recitations, and shall also receive ten demerits if the excuse for the absence is not satisfactory. In this case all absences owing to prolonged illness may be considered by the Faculty, upon the recommendation ef the President, or upon the certificate of a recognized physician. ABSENCE FROM COLLEGE. Absence of athletic teams, glee clubs, delegates to the fraternity conventions, etc., is made the su'bject of special permission, for which application must be made, in every case before the absence, to the Faculty. All omitted exercises, allowed or excused, rniist be rnade up wi.thin one week after the resumption of college duties, at a time. and place appointed by the instructor whose exercises were omitted. The responsibility in this matter rests with CIRCULAR OF BT. JOHN '8 COLLEGE. 17 the student. For special reasons the instructor may grant an extension of the time beyond one week. In all cases a student is held responsible for preparation on omitted work whenever involved in review or examination. Omitted exercises, not allowed or excused (or in any case if not made up), will be counted as failures in reckoning ~ student's standing. COURSES OF STUDY. The College Course embraces three groups of studies for undergraduates, each occupying four years, viz. : 1. The Classical and the Latin-Scientific, both of which lead to the degree of Bachelor of Arts. 2. The Scientific course, which leads to the degree of Bachelor of Science. The scheme of study in the different groups, arranged for the sake of comparison, in parallel columns, will be found on pages 33 to 35, inclusive. In order to obtain one of the abovementioned degrees, a student must have completed satisfactorily the course as herein laid down, but for such as may not be studying for a degree, select courses will be arranged according to the option of the parents or guardians, subject to the approval of the Faculty. On the successful completion of such special courses, certificates will be given. Post-graduate courses are arranged for those graduates who wish to become candidates for the Master's degree. REMARKS ON COURSES. It is to be seen that in the classical course, the study of is discontinued after the Sophomore year, at which pomt the study of the sciences begins. The classical student will thus devote some time to scientific study, the particular branches being elective. Also, the student of the Latin-Scientific course, taking no Greek at all, and discontinuing Mathematics at the end of the Sophomore year, enjoys a fuller course of English, and begins the study of Science earlier than the classical student. In the Scientific course in W:hich nei~her Latin nor Greek is required, four years 'are given to Biology, Physics, Chemistry, and to Mathematics and three years are given to the study of English. A full c~urse in b-Oth French and German is required for every degree. Ma~hema~ics �18 CIRCULAR OF ST. JOHN'S COLLEGE. CIRCULAR OF ST. JOHN'S COLLEGE. No student will be permitted to discontinue any study, except at the close of the term, and then only at the written request of his parent or guardian. Students pursuing a select course may enter any class for which they are fitted, the number of their studies being subject to the direction of the Faculty. SCIENTIFIC. REQUIREMENTS FOR ADMISSION FOR SESSIONS OF BE AS FOLLOWS: (14 1914-15 Latin .......... 4' English ........ 3 Mathematics .... 3 History ........ 2 Elective ........ 2 WILL UNITS REQUIRED.) All candidates for admission to the College must offer satisfactory evidence of good moral character, and those coming from other colleges must present letters of honorable dismissal. A candidate who offers credentials from a recognized school showing that he has completed the requirements for entrance as given below will be admitted, provisionally, to the Freshman Class. A candidate who does not offer credentials will. be examined upon the work required for entrance. Whether a student enters by credentials or by examination, he is not given full standing until he has shown by doing satisfactory work that he is able to pursue a college course with success. The requirements for entrance are based upon a four years' preparatory course of study, consisting of four subjects throughout the year. A year's work in a subject with five recitations per week constitutes a unit; four onehour recitations per week are considered the equivalent of five forty or forty-five minute recitations per week. The total requirernents for entrance is fixed at f oiirteen units. The units required for entrance to the various courses are as follows : · ;'· .. ··•r •'• CLASSICAL. Latin .......... 4 English ........ 3 Mathematics .... 3 History ........ 2 Greek .......... 2 LATIN-SCIENTIFIC. units units units units units Latin ......... .4 English ........ 3 Mathematics .... 3 History ........ 2 Elective ........ 2 units units units units units units Math~matics ..... 3 units English · · · · · · · · · 3 units or M~dern Language.2 units Hi~tory · · · · · · · · · 2 units Scien~e. · · · · · · · · · 2 Elective ......... 2 19 units un~ts umts un~ts umts units For the electi~e units the candidate may offer any work that is acceptable for entrance, provided that the total number of units does not exceed the maximum allowed in any subject. The maximum number of units as follows: In English, History and Civics, Latin, and Mathematics, four each. In Greek, French, German and Science, three each.· If a candidate for admission cannot present the total of fourteen units he may be allowed to enter the Freshman Class, provided his deficiencies do not amount to more than two units, which deficiencies must be confined to no more than two subjects. All entrance conditions must be made up as soon as possible, but not later than the end of the Sophomore year. Blank forms for certification will be furnished approved High Schools and Academies by the College. Certification by the Principal is to be made on these blank forms. Candidates for entrance to an advanced class in any of the courses are required to pass examinations upon all studies of the course, up to the point at which they seek admission. The College Faculty will not make itself responsible for providing instructions in subjects in which candidates for matriculation may be conditioned, except in Latin and Greek, and in these branches only in so far as the candidate shows diligence in his work, and a proper appreciation of the instruction provided. �20 CIRCULAR OF ST. JOHN'S COLLEGE. CIRCULAR OF ST. JOHN '8 COLLEGE. and argument based upon simple outlines. It is advisable that subjects for this work be taken from the stmient's personal experience, general knowledge, and studies other than English, as well as from his reading in literature. Finally, special instruction in language and composition should be accompanied by the concerted effort of teachers in all branches to cultivate in the student the habit of using good English in his recitations and various exercises, whether oral or written. Literature. The second object is sought by means of two lists of books, headed respectively· Reading and Study, from which may be framed a progressive course in literature covering four years. In connection with both lists, the student should be trained in reading aloud and encouraged to com~it to memory some of the more notable passages both in verse and in prose. As an aid to literary appreciation, he is further advised to acquaint himself with the most important facts in the lives of the authors whose works he reads and with their place in literary history. (a) Reading. The aim of this course is to foster in the student the habit of intelligent reading and to develop a taste for good literature, by giving him a first-hand knowledge of some of its best specimens. He should read the books carefully, but his attention should not be so fixed upon details that he fails to apprepriate the main purpose and charm of what he reads. FOR STUDENTS ENTERING 1914 AND 1915. REQUIREMENTS FOR ADMISSION BY DEPARTMENTS. Mathematics. 1. Arithmetic, including the Metric System (one-half unit). Wentworth and Hill's High School Arithmetic is recommended for preparation. 2. Algebra, (one and a half units). General Principles and Equations through Quadratics. Wells's New Higher Algebra is recommended for preparation. 3. Plane Geometry, (one unit). Five books. Wentworth's Plane Geometry is recommended for preparation. 4. Algebra, completed, and Solid Geometry (one unit). Algebra. Chapters 24-37 of Well's New Higher Algebra. Simultaneous equations of the second degree, the theory of quadratic equations, zero and infinity, indeterminate equations, ratio and proportion, variations, progressions, the binomial theorem for positive, negative and fractional exponents, undetermined coefficients, logarithms, compound interest and annuities, permutations and combinations. Geometry. Wentworth's Solid Geometry. Solution of original problems. English. The requirements in English include a course in Composition and Rhetoric (1 unit), the reading and study of classics on the regular list of College Entrance Requirements in English ( 2 units) . English Gramnia.r and Composition. The first object requires instruction in grammar and composition. English grammar should ordinarily be reviewed in the secondary school; and correct spelling and grammatical accuracy should be rigorously exacted in connection with all written work during the four years. The principles of English composition governing punctuation, the use of words, paragraphs, and the different kinds of whole composition, including letter-writing, should be thoroughly mastered; and practice in composition, oral as well as written, should extend throughout the secondary school period. Written exercises may well comprise narration, description, and easy exposition 21 .. I • fl ,. The books provided for reading are arranged in the following groups, from which at least ten units• are to be selected, two from each group : I. The Old Testament, comprising at least the chief narrative episodes in Genesis, Exodus, Joshua, Judges, Samuel, Kings, and Daniel, together with the books of Ruth and Esther; the Odyssey, with the omission, if desired, of Books I, II, III, IV, V, XV, XVI, XVII; the Iliad, with the omission, if desired, of Books XI, XIII, XIV, XV, XVII, XXI; Virgil's Aeneid. The Odyssey, Iliad, and Aeneid should be read in English translations of recognized literary excellence. For any unit of this group a unit from any other group may be substituted. �:22 CIRCULAR OF ST. JOHN'S COLLEGE. IL Shakespeare's Merchant of Venice; Midsummer Night's Dream; As You Like It ; Twelfth Night; Henry the Fifth ; Julius Cresar. III. Defoe's Robinson Crusoe, Part I; Goldsmith's Vicar <>f Wakefield; either Scott's Ivanhoe or Scott's Quentin Durward; Hawthorne's House of the Seven Gables; either Dick"Cns' David Copperfield or A Tale of Two Cities; Thackeray's Henry Esmond; Mrs. Gaskell 's Cranford; George Eliot's Silas Marner; Stevenson's Treasure Island. IV. B1myan's Pilgrim's Progress, Part I; The Sir Roger de Coverley Papers in the Spectator; Franklin's Autobiography (condensed); Irving's Sketch Book, Macaulay's Lord Clive and Warren Hastings, Thackeray's English Humorists; Selections from Lincoln, including at least two Inaugurals, the Speeches in Independence Hall and at Gettysburg, the last Public Address, and the Letter to Horace Greeley, along with a brief memoir or estimate; Parkman's Oregon Trail; Thoreau's Walden, or Huxley's Autobbiography and selections from Lay Sermons, including the address on Improving Natural Knowledge, A Liberal Education, and A Piece of Chalk; Stevenson's Inland Voyage and Travels with a Donkey. •Each unit Is set off by semi-colons. V. Palgrave's Golden Treasury (First Series), Books II III, with especial attention to Dryden, Collins, Gray, Cowper and Burns; Gray's Elegy in a Country Churchyard .and Goldsmith's Deserted Village; Coleridge's Ancient Mariner and Lowell's Vision of Sir Launfal; Scott's Lady of the Lake; Byron's Childe Harold, Canto IV, and Prisoner of Chillon; Palgrave's Golden Treasury (First Series), Book IV, with especial attention to Wordsworth, Keats and Shelley; Poe's Raven, Longfellow's Courtship of Miles Standish, and Whittier's Snow Bound; Macaulay's Lays of Ancient Rome and Arnold's Sohrab and Rustum; Tennyson's Gareth and Lynette, Lancelot and Elaine, and Passing of Arthur; Browning's Cavalier Tunes, The Lost Leader, How They Brought the Good News from Ghent to Aix, Home Thoughts from Abroad, Home Thoughts from the Sea. Incident of the French Camp, Herve Riel, Pheidippides, l\fy Last Duchess, Up at a Villa-Down in the City. ~nd CIROULAR OF ST. JOHN'S COLLEGE. (b) Study. This part of the examination pre-supposes a more careful study of each of the works named below. The examination will be upon subject-matter, form and structure, and will also test the candidate's ability to express his knowledge with clearness and accuracy. For this close reading are provided a play, a group of poems, an oration, and an essay, as follows: Shakespeare's Macbeth, Milton's L'Allegro, Il Penseroso and Comus; Burke's Speech on Conciliation with America, or Washington's Fare'}ell Address and Webster's li'irst Bunker Hill Oration; Macaulay's Life of Johnson, or Carlyle's Essay on Burns. Examination. However accurate in subject-matter, no paper will be considered satisfactory if seriously defective in punctuation, spelling or other essentials of good usage. The examination will be divided into two parts, one of which may be taken as a preliminary, and the other as a final. The first part of the examination will be upon ten units chosen, in accordance with the plan described earlier, from the lists headed Reading ; and it may include also questions upon grammar and the simpler principles of rhetoric, and a short composition upon some topic drawn from the student's general knowledge or experience. On the books prescribed for reading, the form of the examination will usually be the writing of short paragraphs on several topics which the candidate may choose from a considerable number. These topics will involve such knowledge and appreciation of plot, characterdevelopment, and other qualities of style and treatment asmay be fairly expected. In grammar and rhetoric, the candidate may be asked specific questions upon the practical essentials of these studies, such as the relation of the various parts of a sentence to one another, the construction of individual words in a sentence of reasonable difficulty, and those good usages of modern English which one should know in distinction from current errors. The second part of the examination will include composition and those books comprised in the list headed Study. The test in composition will consist of one or more essays, developing a theme through several paragraphs; the subjects will be drawn from the books prescribed for Study, from the candi- �CIRCULAR OF ST. JOHN'S COLLEGE. date's other studies, and from his personal knowledge and experiences quite apart from reading. For this purpose the examiner will provide several subjects, perhaps five or six, from which the candidate may make his own selections. The test on the books prescribed for study will consist of questions upon their content, form and structure, and upon the meaning of such words, phrases and allusions as may be necessary to an understanding of the works and an appreciation of their · salient qualities of style. General questions may also be a.Sked concer:niug the lives of the authors, their other works, and the periods of literary history to which they belong. History. 1. Ancient History (one unit). Special attention to Greek and Roman history, but including also a short introductory study of the more ancient nations and the chief events of the early Middle Ages, down to the death of Charlemagne (814). 2. Medieval and.l\fodern European History (one unit). From the death of Charlemagne to the present time. 3. English History (one unit). 4. American History and Civil Government (one unit). The examination in history will be so framed as to require comparison and judgment on the pupil's part rather than mere memory. The examinations wiUpre-suppose the use of good text-books, at least 600 duodecimo pages of collateral reading, and practice in written work. Historical novels plays or poems will not be accepted in fulfilment of the re~ quirement of collateral reading. The methods of instruction which the examinations in History and Civil Government premppose are substantially identical with those set forth in A History Syllabus for Secondary Schools (D. C. Heath & Co.); and the rl,lferences for collateral reading given in that manual may be taken as indications of the kind of collateral reading that should be done. These requirements are the same as those of the College E~­ trance Examination Board in History a b c d ' ' J J a CIRCULAR OF ST. JOHN '8 COLLEGE. FOREIGN LANGUAGE. Latin. 1. First year Latin (one unit.) The grammars of Allen and Greenough, Bennett, or Gildersleeve are recommended for preparation. Especial attention should be paid to the forms, vocabulary and syntax. 2. Cresar, first four books of the Gallic War (or Rolfe and Dennison's Junior Latin Book). (One unit.) Continued attention to forms and sentence structure. Latin Composition. Quality of preparation should always be emphasized. 3. Cicero, six orations (one unit). The four orations against Cataline, the Archias, and the Manilian Law are recommended. Latin Prose Composition. Arnold's Latin Prose Composition, lessons 1-23, or Jones' Latin Prose Composition, lessom 1-20, is recommended for preparation. The transla;. tion of easy passages at sight from Latin into English. 4. Virgil, Aeneid, six books (one unit). Syntax, versification, prose composition and sight reading. Greek. 1. Gramar (one unit). A thorough knowledge of declensions and conjugation of regular verbs. White's First Greek Book is recommended for preparatory study. 2. Reading (one unit). Four books of Xenophon's Anabasis. For one book of Anabasis, one book of Homer may be substituted. German. 1. First year (one unit). German I of the College curriculum must be absolved; 2. Second year (one unit). German II of the College curriculum must be absolved. French. 1. First year (one unit). French I of the College curriculum must be absolved. �CIRCULAR 01!' ST. JOHN'S COLLEGR 2. Second year (one unit). French II of the College curriculum must be absolved. N. B.-The courses in German and French as offered in the College are found on page 43 of this catalogue. SCIENCE. For the required units in Science, Physics and Botany are recommended, but Chemistry, Zoology, Physiology and Physical Geography may be offered. About one-half of the time given to a subject should be devoted to laboratory work, two periods of which are counted as equivalent to a prepared recitation. SPECIAL PRE-MEDICAL COURSE. ~ter January 1st, 1914, students desirous of entering the M~d1cal School of the University of Maryland will be reqmred to present one year of college credits in Chemistry Biolo~y and Physics, and one Modern Language or two years: work m a college of Liberal Arts, in addition to the accredit- · ed four years' High School Course. T~ mee~ this demand a Special Course, embracing the above stud~e~ will be offered to students contemplating the study of Medicme. EXAMINATIONS FOR ADMISSION. The regular examinations for admission are given according to the following schedule : 1914. THURSDAY, SEPT. 17-9.00 a. m., Latin; 2.30 p. m., Greek. FRIDAY, " 18-9.00 a. m., English and History; 2.30 p. m., Science. , SATURDAY, '' 19-9.00 a. m., Mathematics. 1915. WEDNESDAY, JUNE 2-9.00 a. m., Latin; 2.30 p. m., Greek. . . THURSDAY, '' 3-9.00 a. m., English and History; 2.30 p. m., Science. FRIDAY, " 4--9.00 a. m., Mathematics. CIRCULAR OF ST. JOHN'S COLLEGE. RE-EXAMINATIONS AND EXAMINATIONS OF CONDITIONED STUDENTS. Students having examinations to pass or conditions to make up will present themselves for examination according to the schedule of examinations for admission. Those fai.ling to report on the appointed days will be held for their conditions and will not be allowed to proceed with their studies in a higher class. Candidates for admission to any higher class must be examined in all previous studjes of the class they enter. FACULTY ADVISER. I. Every student on entering the college shall be assigned by the President of the c9llege to some member of the Faculty, who is to act as his adviser, and give him helpful counsel relating to his college life. II. Each new student at the beginning of his first term is required to submit to ·his adviser, upon two printed forms, a list of his studies for the ensuing term. Each old student shall fulfill the same condition at the close of each term. III. The adviser shall indicate by his signature his approval of the list of studies submitted, and shall then hand the cards to the Secretary of the Faculty, who shall see if all back work is included, and shall indicate his approval by his signature. IV. The recitation rolls shall be made up fi;om these cards alone, when they have been so approved. One card shall be retained by the Secretary of the Faculty and the other returned to the student. TERMS AND VACA'.l.'IONS. The Annual Commencement of the College takes place on the third Wednesday in June. The collegiate year begins on the third Wednesday in September and ends on the third Wednesday in June. The year is divided into two equal terms. The regular vacations extend from the third Wednesday in: June to the third Wednesday in September, from the 23rd of December to the first Monday in January, both inclusive, and from the Wednesday before Easter through the Wednesday �CIRCULAR OF ST. JOHN'S COLLEGE. . CIRCULAR OF ST. JOHN'S COLLEGE. after Easter. The day of Public Thanksgiving, appointed by the Governor of Maryland, or by the President of the United States, is also a holiday. REGULATIONS FOR ACADEMICAL COSTUMES. All ca~didates for degrees are required to wear, on Commencement Day, a black silk or stuff gown of the shape and pattern adopted by the Board of Visitors, also an academical cap of the usual pattern. Graduates are also entitled to wear hoods of the following description: B. A.-A hood of black stuff, lined with black silk, edged on the inside with a narrow border of old gold silk. B. Sc.-A hood, as above, edged on the inside with cardinal silk. M. A.-A hood of black silk with a full lining of old gold silk. PH. D.-A hood of scarlet cloth with a full lining of pale yellow silk. L. H. D.-A hood of scarlet cloth with a full lining of gold silk. LL. D.-A hood of scarlet cloth with a full lining of cardinal silk. D. D.-A hood of scarlet cloth with a full lining of white silk. Members of the Faculty of St. John's College who have been graduated from some other college or university are entitled, by order of the Board of Visitors and Governors, to wear the same gowns and hoods, respectively, indicative of their degree, as those who are graduates of this college. DEGREES. The following academic degrees are conferred by the Col- ~e: . 1. The degree of Bachelor of Arts, conferred after the satisfactory completion of the Classical course. 2. The degree of Bachelor of Arts, conferred in like manner upon graduates in the Latin Scientific course. 3. The degree of Bachelor of Science, conferred upon graduates in the Scientific course. 4. The degree of Master of Arts, conferred after the completion of the Post-Graduate course, and upon the recommendation of the Faculty. Candidates for this degree are required to select at least two of the departments of study specified in this catalogue and under the direction of the professors of these depart~ ments to pursue their studies fQr the two years of the PostG~aduate course, submitting to them such essays, or undergomg such oral or written examination, as may be required to test their qualifications for this degree. Any graduate of the College who shall have been admitted a member of one of the learned professions or who shall have ob~ain~d a diploma from any Law, Medida1, Theological, or Scientific school, shall be entitled to the Master's degree, three yea:rs after his graduation. The degree of Master is not conferred 1'.n course, but only on evidence of proficiency in ad· vanced studies as above indicated. HONORS. First. and second honors on graduation day are given to those students, respectively, who shall have obtained the highest and next highest average mark in all studies from the beginning of the Sophomore year. 29 LITERARY SOCIETIES. ". · The~e are two Literary Societies (the Philokalian and the Philomathean) among the students, which afford opportunities for the cultivation of composition and debate. An oration is usually delivered before the societies, upon the Monday and Tuesday preceding Commencement Day, by some gentleman selected by them. No student shall be graduated from the college who shall not have made satisfactQry adjustment of his financial obligations to the literary society of which he has been a me:inber. The Collegian, a weekly newspaper, is published by students of the College. Those students who serve upon the Collegian board, and satisfactorily fulfill their obligations, are awarded hours of credit in the English department. �30 CIRCULAR OF ST. JOHN'S COLLEGE. PUBLIC WORSHIP AND RELIGIOUS INSTRUCTION. The exercises of each day are opened with the reading of the Scriptures and prayer in the College Chapel. During the period of a student's residence at college every opportunity will be afforded for the fullest development of the Christian character. The study of Christian Evidence is assigned an important part in the college curriculum. All students are required to attend public worship on Sundays and at other times at such church as their parents may direct. Arrangements have been made by the college authorities with the clergy of the several denominations of Annapolis, by which students may enjoy the advantages of special instruction in the tenets of their respective churches. The President holds a Bible Class every Sunday morning in the College Chapel from 9.45 to 10.30, to which all students of whatever denomination are invited. THE COLLEGE YOUNG MEN'S CHRISTIAN ASSOCIATION. This organization is strongly represented. A large majority of the students of the college take an active interest in promoting the objects of the Association, and it is generally recognized as contributing in many ways to the welfare and safety of young men freed from parental restraint. A comfortable suite of rooms is provided in the college buildings for the use of the Association as a place of meeting for religious purposes and as a reading room. ExAMINATIONS. Written examinations on the studies of the entire term are held at the close of each term. The marks of these examinations are combined with the marks for daily recitations, to make up the student's standing for the term. Any student, whose examinations at the close of a year shall evince an incapacity on his part to pursue with advantage the studies of the class to which he belongs, will have offered to him on the first day of the next year, an opportunity to retrieve his lost position, and in default of doing so, will be reduced to a lower class. A student deficient in knowledge, or ,Persistently neglectflli of any study, is at any time liable to be reduced to a lower class in that study. CIRCULAR OF ST. JOHN'S COLLEGE. 31 No special examination is granted except upon.a physician's certificate of sickness on the day of exammahon, or . other cause which the Faculty may accept as adequate ground. :MERIT ROLL. A merit roll is kept, and each recitation is noted on the grade of from O to 5. In order to pass from a .lower to a higher class in any study, each student must ~bta~n an average of 3.0 on the recitations and ~n the examm~tions .of the whole session. This average is arrived at by takmg twice the recitation mark, adding thereto the examination mark and dividing the result by 3. [ 2R+E . ] FORMULA - - -AVERAGE.] [ ' 3 Provided also, that the examination mark in that study be ~ot less than 2.75. In all examinations granted under special conditions, a mark of 3.25 is required as a satisfactory or passing mark. Demerits will be given for absences not excused, and for violations of college regulations. Reports respecting conduct and scholarship will be sent every month to the parents or guardians of students. Whenever a~y student of the College has 100 demerits for any term, or lt>O for the year, he must leave the institution. Members of the Freshman Class are allowed 125 demerits for the first term, and a maximum of 200 for the whole year. Certificates of Distinction of the First and Second Grade are presented to those students in any clas~ who. shall ha".'e obtained an average of 4.5 and of 4, respectively, m all their studies, and shall have been satisfactory in conduct for the academic year. Students who have obtained an average of 4.5 in any one branch of study are honorably mentioned; but no student is honorably mentioned, nor is any certificate of degree con~er­ red upon any student who has failed to receive the passmg mark (3) in any study for the academic year. HONOR SYSTEM. Resolutions, approved by the ·Faculty, have been adopted by the whole body of students to introduce and enfo_rce the honor system in the recitation rooms, and also durmg exnminations. �r - I 32 CIRCULAR OF ST. JOHN'S COLLEGE. CIRCULAR OF .ST. JOHN'S COLLEGE. " f:l ii..~ " ·5 The Faculty has approved the following plan of exemption from: term examinations. A term average of 4.00 shall be a minimum grade on which a student may be exempted from term examinations. Under this system no zeros in excess of cuts may be excused, but students whose grades have been lowered by necessary absence may, under direction of the Instructor, make up their work, and the zeros shall then be of no effect. "" ~ rn 6~ .... l'4 0 rn ... 0 ~ p ~ " P'1 " .... 0 0 ~ .. 1 cr.>"<l'"<l'cr.>cr.> ~ 'al 0 ~ ;j 0 z ~ ..... "' "" A " = 00 ~ 0 rn ., ~ I':. "' ~ ~ 0 U) I'< ... < 'H 0 ... £ " " " .... ~ .... ~ -- I I r<I 0 ~ " ... " p j "' ~ ~ ~ ::;:: ~ = E< '1l 0 ~ ..... ~ I':. f:l 0 ::;:: ... ii..~ 0 6~ l'4 ... rn £ < 0 ..... rn rn < H 0 " " "' P'1 ~ 'H s~ " .,., ... ..... ~ ~ ~ · 0 U) Ht-U--t ~ Si:1EJ..c::=:o j~ ~~ ~-~ 0...:10~~::C: I. . . ,. . . 1~1 cr.lcr.>"<!'~C'IC'I cr.>cr.> ~ :~ :>. = ...... i:1 >-<:HH "';;;::: •,.c:: :>. rn""' i:1s.d~15 ~ 6>~ ~$ ~ . . i """""""""cr.>cr.> ,_; 0 : 1-1 • >-11-1 ...<i:1>-<,.c:: :>. ...:10;?1~111 < .... 0 1~ 1~ > i:Q 11 ... H sc.>s..c::.=: 0 Q) § I'<.µ b/J~ ,.c:: I'< Q)"' i:1·~ Q I':. C!l ;:g ~ 111 "<l'cr.lcr.>"<l'CNC'I r 0 ;~._.; HHH "<l'C>?cr.l"<l'C'IC\I Q) " p :~ ~H ii..~ H ~ 1-1 0 .,., I tl""""""""cr.>cr.> 1~1 ..... 6~ ~ . . I. . . . . . cr.>ro ,_,, t:r1 00 I !1 ... "' < ;a H "' E< ~ i:1 ·~ C!l C!l ;:g ~ 111 rn A " z ..... 0 >.. = .~.<:: §'"".~ l:' • 1-1 . 1-11-1 :>. i:11-1,.c:: :>. b/J"' • "' H ~ z ~ ::;: Q) Q) "' - ~ "'° er.> '<l'<N C\I 0 ~ s:S~~ ., " 0 0 0 "<I' 1~ 1~ ~ : < ::;:: p 0 p "<l'"<l'cr.l~C'IC\I : ~ ... z " " l'4 rn 1~1 1~1 el > E< ATHLETIC ELIGIBILITY. No student who has failed in the preceding month to reach , an average of 3.00 in each study, in a course amounting to twelve hours per week, shall be allowed to represent the college on any athletic team in any public contest. It is provided, however, that any student so debarred, may, at the end of two weeks, require from the professor of that subject for which he was debarred, his average for these two weeks. If the average is three, or above, for that time, then the disability shall be removed. ... s~ " .,., ... Icr.l"<l'"<l'cr.>cr.> .; EXEMPT SYSTEM. 33 1~1 cr.lcr.l"<l'"<l'C\IC'I r<I .... > 0 ~ " ... " "' A " ~ 8 0 ..... "' ~ " " H ;j ~ ~ ~ 0 :;;! I ~ = '1l ~ ~ r... ........... ,_; .......... ,.c:: :>. i:1~.d] ~ ~ ~ .µ b.O~ "'I'<~ i:1·~ ...:10 ~ti:: 0 = H~ ;~~ ~ ~ H • •i--tH .HHHH 0 U) ~ i::: s..c::=: o ~:o J..j~ ~~ I'<"' Q)"' i:1·~ C!l...:!C!l:::g~::r: 1~ 1~ �' ... .... COLLEGIATE COURSES-Continued. TABULAR VIEW. TABULAR VIEW. TABULAR VIEW. Hours Per week. Term. I I II JUNIOR. I LATIN SCIENTIFIC COURSE. Leading to Degree of Bachelor of Arts. CLASSICAL COURSE. Leading to DegTee of Bachelor of Arts. SCIENTIFIC COURSE. Leading to Degree of Bachelor of Science. 4 2 2 2 Physics I ............... . English III. ........ .. Logic I. ........... . Elocution ............ . Economics I .......... . Mil. Science .......... . - JUNIOR. Hours Per Week. Term. I I II JUNIOR. 1 Physics I. . . . . . . . . . . . . . Logic................... Elocution . . . . . . . . . . . . . Economics I. . . . .. . . .. . Mil. Science . . . . . . . . . . Biology I. .. . . . . . .. . .. . Required . . . . . ... \ 10 \ 11 Electives. . .. .. . . . 8 7 Required ......... Electives. . . . . . . Physics I ............ . English III. .......... . Logic I. .............. . Elocution ........... . Economics I. . . . . . . .. . Mil. Science .......... . 4 2 2 2 1 Required ........ · [ 10 [ 11 Electives....... . . . . 8 7 18 Hours Per week. Term, I I II 4 2 2 2 - 4 2 2 2 4 2 i 4 - - 2 2 2 0 1 ";! 4 4 '(J.l 6 5 - \1"213 ~ "-< 0 ~ \1818 ~ w 18 I 18 I 18 ~ a Greek III ............... 3 German II ............. 3 Greek IV ............... 2 German III. ........... 2 Latin III.. ............. 2 English IV ............ 2 Latin IV ............... 2 History III ............ 2 Math. III ............... 3 Economics II ........ 2 Math. IV ............... 3 Chemistry I.. ......... 1 Mechanics ............ 3 Chemistry II.. ....... 3 Surveying ............. 3 Biology!.. ............. 4 Physics II .............. 2 Biology II .............. 3 Des Geometry ..... 3 French II .............. 3 Drawing I.. .......... 3 Drawing II ........... 3 0 ELECTIVES. ELECTIVES. ELECTIVES. Math. III.. ............. Math. IV ............... German III ............ English III.. .......... History III.. .......... Des. Geometry ...... Surveying ............ Greek A ............... 3 English IV ............. 3 Greek B ................. 3 History III ............ 2 Latin III.. ............. 2 Economics II.. ...... 2 Latin JV ............... 2 Biology I.. ............. 4 Math. III ............... 3 Biology II .............. 3 Math. IV ............... 3 Chemistry II ......... 3 Mechanics ............ 3 Chemistry III.. ...... 3 Surveying ............ 3 Physics II.............. 2 German III ........... 2 French II.. ............ 3 Drawing I.. ............ 3 Des. Geometry ...... 3 Drawing II ............ 3 Chemistry IV ...... 3 3 3 2 2 2 3 3 ~ English IV ............ 2 Economics II ........ 2 French II .............. 3 Physics JI .............. 2 Biology II .............. 3 Mechanics ............ 3 Drawing I.. ............ 3 Drawing II.. .......... 3 Chemistry 11 ......... 3 I Chemistry III... ..... 3 Chemistry IV ........ 3 t::l ~ French I is required in all courses; it may be taken in either the Junior or Senior year unless otherwise specified. COLLEGIATE COURSES-Continued. CLASSICAL COURSE. Leading to Degree of Bachelor of Arts. LATIN SCIENTIFIC COURSE. Leading to Degree of Bachelor of Arts. SCIENTIFIC COURSE. Leading to Degree of Bachelor of Science. TABULAR VIEW. TABULAR VIEW. TABULAR VIEW, Hours Per Week. Term. I II I HoursPer Week. SENIOR. I Law ....•............. i-1- --1Mil. Science . . . . . . • ... , 1 1 Ethics ............... · 2 2 Oratory............... 1 1 Required ........ · Electives. . . . . . . . 1· 5 12 17 I 3 2 2 2 3 3 3 3 2 3 3 SENIOR. ~~L' s~i~~~~: :.::::::::I Required . . . . . . . . [ 17 I 17 German II ............ Gern1an III ............ Englisl1 IV .. .. .. .. .. . History III.. .......... Economics II ........ Biology I.. ............. Biology II .............. French II .............. Chemistry I.. ......... Chemistry II ......... Drawing II ............ I 17 ELECTIVES. a 2 2 2 2 4 3 3 4 3 3 1 1 I 1 1 Ethics ............. · 1 2 2 Oratory .............. __1 _ _ _ 1_ 5 12 ELEC'l'IVES. Greek III ............... Greek IV ............... J_,atin III ................ Latin IV ............... Math. III.. ............. Math. IV ............... Mechanics ............ Surveying ...... .- ..... Physics II .............. Des. Geometry ...... Drawing I..... . .. Hours Per Week. Term. I I II Greek A ................ Greek B. ................ La tin III ............... Latin IV ............... Ma th. III ............... Math. IV ............... Mechanics ............ Surveying ............ German III.. .......... Drawing I.. ............ Drawing II ............ 2 2 2 2 3 3 3 3 2 3 3 English IV ............ History III ............ Economics II.. ...... Biology I.. ............. Biology IL. ........... Chemistry II ......... Chemistry III ........ Physics IL. ........... French II .............. Des. Geometry...... Chemistry IV ........ Chemistry V .......... 5 I 5 I :: T~ El~tiv'8... 3 3 3 2 3 3 3 3 ~ '(J.l !-3 ~ w ELECTIVES. ll 2 2 4 ~ Math. III.. ............. Ma th. IV............... German III.. .......... English IV ............ History III.. .......... Des, Geometry ...... Surveying ............. Chemistry II ......... Chemistry III........ Chemistry IV ........ Chemistry V ......... 3 3 2 2 2 3 3 3 3 3 3 English IV ............ Economics II ........ French II .............. Physics II.............. Biology II.............. Mechanics ............ Drawing!... ........... Drawing II ............ French I ic required in all cour•es; it may be taken in either the .Junior or Senior rear unless otherwise specified. 2 2 3 2 3 ~ ~ 3 3 3 ei.: 01 �'' <:iJ Cl> SCHEDULE OF RECITATION PERIODS. 8 Drawing I and II English II Greek Ill Mechanics English IV German III Greek III History II Mathematics III Drawing I Latin ID Mathematics III English IV German Ill Greek III Historyll Mn thematics III Biology II Drawing r and II Englishll Latin ID Mechanics Biology I Chemistry III German II Dra" ing I and II Greek II Mathematics I Mathematics II (2nd division) Chemistry II Economics II Latin C LatinD Biology I Drawing I and II German II Greek II Mathematics II (2nd division) Chemistry II Greek II Latin IV Mathematics I Mathematics II (2nd division) Biology I Drawing 1 and II German II Greek II Mathematics I Mathematics II (2nd di vi· slon) French II Geology Greelr A Mathematics II Physics I English-I French II Greek A Mathematics II Physics I Drawing II Geology History III Latin C LatinD Mechanics Economicss Englilh I French II Greek A Mathematics II English I Ethics Greek A Mathematics II Physics I Chemistry IV Economics II French I Latin C LatlnD Descriptive Geometry. 1st term Surveying, 2nd term French I GreekB History I Latin II Physics II 9 ,10 11 •. 'I ~ .• FRIDAY THURSDAY WEDNESDAY TUESDAY MONDAY Hours Descriptive Geometry, Economics I Ethics !st term GreekB Surveying, 2nd term French I Greek I History I LatinII •1 , •. '£1 •OJI I !IT! Descriptive Geome- ~ try. 1st term Surveying, 2nd term French I GreekB History I Latin II Physics II HIT• fJ I I ...... I L tip 11111 ......., § ~ 0 t:tj 111 ~ .... ~ <ii. Q 0 ~ trj ~ Q !-":l .••tWUJUJ~ SCHEDULE OF RECITATION PERIODS-Continued Hours. MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY --- 12 English ID German I Greek I Mathematics I (2nd division) Chemistry I Germani Greek IV Logic-Elocution Mathematics I (2nd division) Chemistry IV English III Germani Greek I ---· 2 Chemistry I German I Greek IV Law Logic-Elocution Mathematics I (2nd division) Chemistry I Greek I History Ill LatinC LatinD Mathematics I (2nd division) Drill Drill 4 5 0 rtj Drill Drill Drill Biology I Laboratory Biology II Laboratory Chem. I Laboratory Latini Germani (2nd Div.) Biology I Laboratory Latin I Biology II Laboratory Military Science German I (2nd Div.) German I (2nd Div.) Latini Physics I Laboratory Chem. II Laboratory German I (2nd Div.) Latin I Oratory Geology, Laboratory Biology I Laboratory Biology II Laboratory Chem. I Laboratory Gymnasium Biology I Laboratory Gymnasium Biology II Laboratory Junior Tactics Gymnasium Physics I Laboratory Chem. II Laboratory Gymnasium Geology, Laboratory --- 3 --- ~ q 00 ~ ci ~ d5 ~ ~ not scheduled will be arranged by the Professor in charge. .... <:i.o �38 CIRCULkR OF ST. JOHN'S COLLEGE. CIRCULAR OF ST. JOHN'S COLLEGE. 39 DEPARTMENT OF HISTORY AND POLITICAL ECONOMY. Professor E. E. Lincoln. DEPARTMENTS. The course of instruction embraces the departments following: I. Mental and Moral Science-Including Metaphysics, Ethics, Natural and Revealed Religion and the Evidences of Christianity. II. History and Economics-Including 'Medireval, Modern and Constitutional History; and Economics, Politics and Sociology. III. English-Including English and American Literature, English Language, Composition, Debating and Oratory. IV. Ancient Lang1iages-Including the Greek and Latin Languages; .Antiquities and Mythology, and the History of Greek and Roman Literature. V. Modern Langiiages-Including the French and German Languages and Literature. VI. Mathematics-Including Pure Mathematics, Mechanics, and Surveying. VII. Physics and Mechanical Drawing. VIII. Chemistry. IX. Biology and Geology. X. Law-Including Constitutional and International Law. XI. Military Science and Tactics. DEPARTMENT OF MENTAL .AND MOR.AL SCIENCE. Ethics-The study of ethics, which extends through the :first term, embraces the study of psychology, also the consideration of pure morality and positive authority, the latter including civil government, with the doctrine of the State, divine government and family government. Christian Evidences-A course of study on Theism, Christian Evidences, and the religions of the world extends through · the second term of the Senior year, two hours pe:r week. .. The following courses will be given : I. History . 1. l\fedireval Europe-The History of Europe from the Fall of the Western Empire to the Reformation. Recitations, extensive collateral readings, notebooks, and occasional maps. Three hours a week during the first term. Required o.E all Freshmen. 2. The Reformation-A continuation of Course 1 to A. D. 1648. Occasional lectures are given and reports are required of the class. Three hours a week during the second term. Required of all Freshmen. 3. The French Revolution and Napoleonic Era-By means of lectures and reports this period will be connected with Course 2. The work will consist of recitations, reports, collateral reading, notebooks, and lectures by the instructor. Two hours a week during the first term. Required of ail Sophomores. 4. Nineteenth Century Eumpe-.A continuation of Course 3. Required of all Sophomores. 5. .Advanced English History to A. D. 1558-The course will consist of a careful study of English Political History, with special emphasis placed upon economic and constitutional development. Lectures, reports, and collateral readings will largely take the place of daily recitation. Two hours a week during the first term. Elective for Juniors and Seniors. 6. English History from A. D. 1558- to the Present Time -.A continuation of Course 5. Extended reports based upon investigation of the sources will be required. Elective for Junior and Seniors. 7. .American Government and Politics-A study of the actual workings of federal, state and local government and of party organization in the United States. Two hours a week during the first term, alternatip.g with Course 5. 8. .Advanced American History-Some special period of American History, such as the Colonial Period, the Revolutionary Period, etc., will be given to suit the needs of the class. Two hours a week during the second semester, alternating with Course 6. �40 CIRCULAR OF ST. JOHN'S COLLEGE. II. Economics, Political Science, and Sociology. 1 and 2. Principles of Political Economy-A survey of the general field of Economics by means of recitations, reports, informal discussions and lectures. Two hours a week throughout the year. Required of all Juniors. 3. Political Science-A brief study of the origin and development of political institutions, with a survey of contemporary governments, and a consideration of the functions of the State. Two hours a week during the first term. Elective for Seniors. 4. Sociology-A study of the principles underlying human society, including an attempt to interpret socialproblems in the light of psychology and ethics. Two hours a week during the second semester. Elective for Seniors. 5, 6, 7 and 8. Two hour-courses in Money and Banking, Economic History, Taxation and Finance or Labor Problems will be offered for the benefit of Seniors in place of the advanced courses in History, should there be a sufficient demand. DEPARTMENT OF ENGLISH. Professor S. Gunn. The following courses are offered annually : English I. Rhetoric and English Composition. The study of the principles of composition in an approved text-book, recitations written work in and out of class, and personal con' . ferences between instructor and student at frequent mtervals. The aim of this course is to impart to the student an ability to express himself in clear and correct English. Three hours a week. Prescribed for all Freshmen. English II. The history of English Literature in outline. The growth of the language and the development of the literature from the Anglo-Saxon period to the present are sketched in lectures, and some of the more important works CIRCULAR OF ST. JOHN'S OOLLEGE. are assigned for reading by the students and discussion in class. Written reports are required from time to time. Two hours a week. Prescribed for all Sophomores. English III. A study of English Literature from 1700 to 1900. The forces behind the literary movements of this period are discussed in lectures, and there is much outside reading on which the student is required to make written reports. Two hours. a week. English IV. Comparative literature in outline. The progress of civilization is discussed in lectures on the chief literary monuments that reflect it. Reading of such works as did not originate in English in translations. The object of this course is to impart a comprehensive view of literature, and a sense of the relative importance of the world's greatest writers. Two hours a week. Logic. The study of formal logic. Recitations and class-room exercises. One hour a week throughout the year. Elocution. The principles of public speaking are studied, and practice in the delivery of speeches is given. One hour a week throughout the year. Prescribed for all Juniors. Oratory. Practice in the delivery of original speeches, both prepared and extemporaneous. Training in the composition as well as in the delivery of speeches. One hour a week. Prescribed for all Seniors. DEP.A.RTMENT OF ANCIENT LANGUAGES. Professo1· White. Latin. Professor Eippere. LATIN LANGUAGE AND LITERATURE. The study of Latin extends through the Classical and the Latin-Scientific Courses, being required in the Freshman and Sophomore years, and elective in the Junior and Senior years. In the work of the Freshman year special attention is given �r- 1 42 CIRCULAR OF ST. JOHN'S COLLE·GE. CIRCULAR OF ST. JOHN'S COLLEGE. to the structure of the Latin sentence, as illustrated in select portions of Livy and Cicero, and as unfolded through frequent exercises in Latin prose composition. But the chief object of the courses is the study of Latin literature, through a critical reading of selections from the most important authors in historical succession. Latin I. Four hours per week. Prof. Rippere. Livy, Books XXI and XXII. Exercises in prose composition and sight reading. First term. · Terence, Phormio; Plautus, Trinummus. Prose composition. Second term. Latin II. Three hours per week. Prof. White. First term, Odes and Epodes of Horace; Mythology and Prose Composition. Second term, Letters of Cicero, Collateral Reading a1,~ reports on Special Topics and Prose Composition. Latin III. Two hours per week. Prof. Rippere. Suetonius, Lives of the Emperors. First term. Juvenal, Satires. Second term. Special attention will be paid to the literary value and the historical setting of the books. Also collateral readings and reports on special topics. Latin IV. Two hours per week. Prof. Rippere. Tacitus, Selections from the ''Histories.'' First term. Seneca, Tragedies. Second term. Lectures on Roman life and literature will also be given, and collateral readings assigned. GREEK LANGUAGE AND LITERATURE. Professor White. Greek-The student will have daily exercise, both orally and at the blackboard, in translating into Greek. Such a drill will be given upon every point of grammar, that this subject will be thoroughly mastered. . Lectures will be given in the Freshman and Sophomore classes upon Greek Mythology, Manners and Customs, and History of Greek Literature and · Greek Art. During the Sophomore and-Junior years, daily practice will be had in reading at sight. In addition to the 43 prescribed course, one weekly exercise, illustrative of the style and the vocabulary of the author read, will be required. An advanced course may also be pursued in the Senior year. Greek /.-Freshman Class. Four hours per week. Homer's Iliad and Odyssey, first term. Xenophon's Memorabilia, second term. Prose Composition throughout the year. Greek 11.-Sophomore year. Three hours per week. Herodotus, Books VI and VII, first term. Plato's Apology and Crito, second term. Prose Composition throughout the year. Greek III.-Three hours per week. Demosthenes : De Corona; first term. Aristophanes and ;Euripides, second term. Greek IV.-Two hours per week. Sophocles, and lectures on the Attic Theatre, first term. Aeschylus; Review of Greek· Literature; second term. DEPARTMENT OF MODERN LANGUAGE£. Professor Schumacher. German 1.-Four hours per week. a. Vos' Essentials of German. b. Reading: Gerstacker 's Germelshausen. Heyse's L'Arrabbiata. Storm's Immensee. Zschokke's Der Zerbrochene Krug. c. Prose Composition throughout the year. German 11.-Three hours per week. a. Reading: Heyse's Die Hochzeit auf Capri. Wildenbruch 's Das Edle Blut. Baumbach 's Sommermarchen. Wilhelm's Einer musz Heiraten. b. Prose Composition' throughout the year. German III.-Two hours per week. a. Reading: Keller's Kleider ·machen Leute. Riehl 's der Fluch der Schi:inheit. Sudermann 's Teja. Heine's Harzreise. Schiller's Wilhelm Tell. " :i ii 11 jl ~iI I ii �, CIRCULAR OJ!, ST. JOHN'S COLLEGE. CIRCULAR OF ST. JOHN'S COLLEGE. b. Private reading. c. Prose Composition throughout the year. Or An elective course in Scientific German for those students who have completed German II, or its equivalent. Two hours per week. Lassar-Cohn 's Die Chemie im taglichen Leben. Walther's Allgemeine Meereskunde. Von Helmoholtz's Uber Goethe's naturwissenschaftliche Arbeiten. l!rench 1.-Four hours per week. a. Grammar : Fraser and Squair, Part I. b. Reading: Dumas' L 'Evasion du Due de Beaufort. Verne's Les Enfants du Capitaine Grant. Labiche 's Le Voyage de M. Perrichon. Pailleron 's L 'Etincelle. c. Prose Composition throughout the year. French II.-Three hours per week. .a. Modern French Writers: Dumas, Daudet, Maupassant, Coppee, Vigny, Sand. 'b. Classics : Corneille's Le Cid. Moliere's L'Avare. Racine's Andromaque. -c. Prose Composition throughout the year. d. Private reading. .e. Outline of French Literature. Mathematics IJ.-Four hours per week. This course includes Plane and Spherical Trigonometry and Analytic Geometry. Text-Books: Lyman and Goddard's Plane and Spherical Trigonometry; Wentworth's Analytic Geometry. Mathematics IIJ.-Three hours per week. This is a course in the Differential and Integral Calculus. Text-Book: Nichols 's Differential and Integral Calculus. Descriptive· Geometry.-Three hours per week, one term. Text-Book: Ferris 's Descriptive Geometry. Surveying.-Three hours per week, one term. This course includes land, topographical, railway and mining surveying, the use of instruments and practical exercises in the field. Text-Book: Davies-Van Amringe's Surveying. Mechanics.-Three hours per week. Text-Book: Johnson's Theoretical Mechanics. 44 DEPARTMENT OF DRAWING. Profess01· Eidson. Drawing I. DEPARTMENT OF MATHEMATICS. Professor Waddell. Mathe1?1'atics I.-Four hours per week. Algebra, Chapters 19-41 of Wells's Text-Book in Algebra. Simultaneous equations of the second degree, the theory of quadratic equations, zero and infinity, indeterminate equations, ratio and proportion, variations, progressions, the binomial theorem for positive, negative and fractional exponents, undetermined coefficients, logarithms, compound in-. terest and annuities, permutations and-combinations. Geometry. Wentworth-Smith's Solid Geometry. Solution of original problems. 45 I ... Drawing practice with instruction in the use of instruments embracing free-hand lettering; standard conventions; geometrical ,construction; isometric and cabinet projections; orthographic projections ; sections; intersection of surfaces; developments ; special conventions and processe!!I including line-shading, screw-threads, bolts, nuts, etc., freehand working sketches along with complete notes of the year's work and detail drawings of machine parts from models. Text-Book: Tracy's Introductory Course in Mechanical Drawing with additional notes. Freshman six hours (counts three). Drawing TT. A continuation of working drawings from models accompanied by free-hand sketches made by the student ; tracing ; blue printing; topography and map drawing. Sophomore six hours (counts three). Text-Book: I. C. S. Pamphlet on Machine Design, Part I. .. �,I 46 CIRCUI~AR OF ST. JOHN'S COLLEGE. DEPARTMENT OF PHYSICS. Prof. Eidson. Prof. Gray. Physics I. A thorough review of the metric system; properties of matter; kinematics; dynamics ; mechanics of solids, liquids, and gases; sound; heat; light; magnetism and electricity. Special attention is given to the solution of problems throughout this course. Required of all Juniors throughout the year, four hours a week (three recitations and one laboratory period of two hours). Laboratory fee, $5.00 a term. Physics II. Advanced work in Physics including lectures and recitations with special attention given to practical electricity; materials, and hydraulics. Two hours a week throughout the year. One laboratory period of two hours will be substituted for a recitation period during a portion of the time. Laboratory fee, $2.50 a term. DEPARTMENT OF CHEMISTRY. Prof. Gray. Mr. Reeder, Assistant. Mr. Wilson, Assistant. Chemistry I. GENERAL CHEMISTRY: Three hours a week of recitation and lecture work and two of laboratory, counting as one hour. Prof. Gray, Mr. Reeder. Descriptive chemistry of the non-metals and metals; and theorectical chemistry, fundamental laws and theories, reactions, stochiometry ; methods for the preparation of salts. Laboratory fee, $7.50 per term. Chemistry II. QUALITATIVE ANALYSIS: One hour a week of recitation and four of laboratory work, counting as two hours. An elective, open to those who have had Chemistry I, or its equivalent. Prof. Gray, Mr. Wilson. Basic and acid analysis, study of the metals, and advanced chemical theory; in the laboratqry, analysis of un- · known solutions, solids, alloys, and commercial samples. Laboratory fee, $7.50 per term. CIRCULAR OF ST. JOHN'S COLLEGE. 47 Chemistry III. QuAN'l'ITATIVE .ANALYSIS: Six hours a week laboratory work, counting as three hours, with occasional recitations. An elective, open to those who have had Chemistry I or its equivalent. Prof. Gray. Gravimetric and volumetric methods of analysis. Laboratory fee, $7 .50 per term: Chemistry IV. ORGANIC CHEMISTRY: Half course, first half year. Two hours a week of recitations and two of laboratory work, counting as one hour. An elective, open to those who have had Chemistry I, or its equivalent. Prof. Gray. A study of the chief organic compounds with methods for their preparation in the laboratory. Laboratory fee, $5.00. A knowledge of organic chemistry is especially recon:mended for those planning to take up the study of medicine. Chemistry V. APPLIED CHEMISTRY: Half cours_e, second. half year; six hours of laboratory work with occasional recitations. An elective, open to those who have had or are taking qualitative and quantitative analysis. Prof. Gray. The work will be varied to suit the needs of the individual and may include the study of foods and their adulterants, fuel and gas analysis, testing of water or minerals, analysis of iron and alloys, or industrial chemistry. Laboratory fee, $7.50. DEPARTMENT OF BIOLOGY AND GEOLOGY. Professor Ridgley. Biology I.-General Biology, an introduction to the. ~io­ logical Sciences ; requirement for the study of Medrnme. Chemistry and Physics required for admission. Text-Books: Elementary Biology, Parker, published by Macmillans; Biology of the Frog, Holmes, published by Macmillans. Lectures, recitations, and laboratory exercises. Four hours credit. Laboratory fee, $5.00 a term. Biology II.-Advanced Biology. Zoology; Comparative Anatomy of the Vertebrates and Embryology; or, Botany; �'! 'i 48 CIRCU!JAR OF ST. JOHN'S COLLEGE. 49 CIRCULAR OF ST. JOHN'S COLLEGE. Plant Morphology and Plant Physiology. Biology I required for admission to Biology IL Laboratory exercises, lectures, and conferences. Three hours credit. Laboratory fee, $5.00 a term.. Students who intend to pursue the professional study of medicine are advised to take both Biology I and II. Geology.-Introduction to Geology. Text-Book: Elements of Geology, Blackwelder arid Barrows, published by the American Book Co. Recitations and field work. Three hours credit. Laboratory fee, $1.00 a term. MILITARY DEPARTMENT. SCHOOL OF MILITARY SCIENCE AND TACTICS. ORGANIZATION OF CORPS OF CADETS. Commandant of Cadets: 2ND LIEUTENANT CHAUNCEY DEPARTMENT OF LAW. s. MCNEILL, 15th Cavalry, u. s. Army. Commissioned Staff: Lieutenant C. McNeil!. Cadet '' '' '' Constitutional Law.-Text-book: Andrews' Manual of the Oonstitution. For reference Cooley's Constitutional Law is used. Reference will be made to important decisions as rendered when they may afford additional illustrations of the principles of Constitutional Law. The subject will be taken up in the first term of the Senior year. One hour per week during first term. International Law.-Text-book: Davis' International Law. For reference Woolsey 1s International Law is used. Events of recent International Law will be discussed. The subject is taken up in the second term of the Senior year. One hour per week during second term. 1st Lieut. G. Ohild .................................. Adjutant let Lieut. L. Q. C. Lamar . ...................... Quarterm·aster W. S. Phillips ............... ·................. :Sergeant Major B. M. Cecil ................................... Supply Sergeant Color Sergeants: Cadet Sergeant R. P. Smith. Cadet Sergeant C. C. Dorsey. Band and Field Musicians: Chief Musician ................................ Cadet J. W. Holman Principal Musician ........................ ·... " D. E. Smith Drum Major ....................... ··········· '' G. E. ¥cNutt _,;. ·~ ' t Cadet " '' " . Sergt. F. A. Hause. Sergt. C. V. WilblJh. Corpl. H. H. Bowers. Oorpl. J. C. Miller. Private '' '' " '' Andrews. Bailey, H. K. Byrne. Clark. Dryden. Private Hanson. '' Moisan. '' Pearce, J. '' Price. '' Sadle1'. Shoemaker. " " Washburn. '' W•aters. '' Whitmyer. '' Williams. Signal Corps Detachment. ' I· In charge ..................................... Cadet G. G. Cheston .j ~ .4-~ Private '' '' " Burke, C. E. Gladden Sears.'. Taylor. Private Valiant. " Von Benschoten. '' Wood. �.... ------------------------------------------------------------~,, . 50 CIRCULAR OF ST. JOHN'S COLLEGE. CIRCULAR OF ST. JOHN'S COLLEGE. A Company. Captain H. L. Reeder. lat Lieut. S. M. Phillips. 2nd Lieut. R. L. Hobbs. 1st 1Sergt. H. B. Matthews. Q.M. Sergt. J. E. DeBrntts. Sergt. W. R. Bowlus. '' C. B. Mowbray. Corpl. " '' '' '' J. L. DeMarco. C. T. Hauver. J. I. Heise. R. 0. Jones. C. P. Cashell. Private " '' '' '' '' '' '' '' '' '' " Aippel. Bier. Bourke. Buse. Curfman. Claude. Davidson. Elliott. Fine. Freeney. French. Fowler. Priv<ate '' '' '' '' '' B Company-Contimied. Goldsborough. Guest. Gordy. Harp. Hyde, .J. W. Howes. '' Hopkins, G. H. Jewell. Johnson. Little. Levy. '' M·addox, W. H. '' '' '' Priv,ate Nathan. Noel. " Magruder. " Pearce, M. " " Plummer. " Phelps. " Stier. " Storm. Hopkins, T. C. '' " '' '' McKinley. Mer.riken. Miles. Noble, J. W. Powles. Selby, J. E. T·arbutton. Tharp. '' '' '' '' '' '' T.ayman. '' " '' Vald.as. · Wachter. Walsh. 1 '' Woodw·ard, R. D. '' Wolgemuth. B Company. Captain W. D. Noble. 2nd Lieut. R. L. Christian. 1st Sergt. W.R. Nelson. Q.M. Sergt. R. R. Ritchie. Serg.t. H. D. Cassard. " 0. P. Winslow. " H. E. Jump. Corpl. L. D. H.J. " 0. " E. M. C. " P. P. " Fields. Selby. Moore. Harringt·on. Wefoh. Private Bailey, S. T. '' Bielaski. Boetcher. " Boone. " " Bowen. " Brashears. 51 Private Cerda. " Claude, W. T. " Darley. " Davis. " Darner. " Fell, J. Rall, " Hall, C. L. " Hartsock. " Harrison. " " Hiltgartner. " Htmgierford. Hyde,F. " Jarman. W. " Ligon. " L<owman. " Langhammer. " Mackenzie. " " Moodox, R.H. " Marbury. W. " Miller, R. .. .' Private Sommerville. " Talton. Thompson. " Weaver. " " Weinbrenner. " W!Ood, J. K. " \Con Schwerdtner. The Commandant in charge of the Military Department is an offic(lr of. the Regular Army. The Military exercises are confidently recommended to parents and guardians as a means of giving to the students an erect and soldierly bearing, of teaching them habits of neatness, order and discipline, prompt and ready obedience, and of affording a systematic and healthful exercise on the drill grounds. All students, except those physically disqualified, are required to attend the drills, and for those who apply to be excused because of physical disability, a physician's certificate will be required. This college is very advantageously located, as to its surroundings for the benefit of the student-body. From a military point of view they have the privilege of witnessing the drills and other military exercises, both of the United States Naval Academy and of the United States Marine Corps, the grounds of which reservations adjoin those of the college. A most cordial interchange of social courtesies exists between the midshipmen and the student body of St. John's College. The following rewards are open to Cadets for excellence in the Military Department : 1. St. John's has been repeatedly designated by the War Department as one of the ten Colleges in the United States which have attained the highest excellence in military work. Each year the1 College is so designated, a member of the graduating class may obtain appointment as 2nd Lieutenant in the United States Regular Army. 2. The names and addresses of selected graduates are kept on file in the War Department and these men are given the preference when appointments are made of officers of Volunteers. Names are not reported under this heading unless the �52 CIRCULAR OF ST. JOHN'S COLLEGE. CIRCULAR OF ST. JOHN'S COLLEGE. student so desires, and the fact that a student's name is so reported does not make it binding upon him that he enter the Army, Regular or Volunteer. 3. The names of the three members of the graduating class most distinguished for Military Proficiency are reported each year to The Adjutant General· of the Army at Washington, D. C. These names are published in the annual Register of the Army. 4. All members of the graduating class whose records prove them worthy are recommended to the Adjutant General of the State for appointment as State and National Guard Officers. 5. The three Cadets in each class whose standing in theoretical military work is highest, and those cadets who have no demerits on record at the end of a college year, are designated as Distinguished Cadets, and each Cadet so designated is permitted to wear a gold star on each side of the collar of his uniform for one year. Their names will be published in the catalogue each year. SOPHOMORE YEAR. Infantry Drill Regulations not covered during Freshman year. Military Hygiene. Small Arms Firing Regulations. JUNIOR YEAR. Field Service Regulations. Sketching. THEORETICAL INSTRUCTION. FRESHMAN YEAR. Infantry Drill Regulations through ~chools of the Soldier, Squad, and Company. Manual of Guard Duty. Lectures on Military Courtesy.. Military Topography. Road SENIOR YE.A.R. Studies in Minor Tactics. The War Game. Tactical Walks. Military Field Engineering. Upon the satisfactory completion of the above course, Cadets will be given certificates showing that they have completed the course, and the subjects covered. UNIFORMii!. PRACTICAL INSTRUCTION. The practical instruction consists in a full hour's drill four times a week; quite frequently more time is expended. The course comprises school of the soldier, company and battalion, close and extended order ; all ceremonies, street parades, practice marches on country roads, to secure a practical knowledge of advance and rear guards, outpost duties, etc. Military setting-up exercises, calisthenics and rifle drill form a very beneficial part of the course. The battalion has been armed with the modern U. S. KragJorgenson rifle, calibre 30, and new equipments. During January and February, when the weather is inclement, they receive instruction in gallery practice in the armory. The target range work this year will consist of firing at 200, 300 and 500 yards and a skirmish run. 53 .( • . j ' . The uniform is required to be worn at all times and all college students are required to provide themselves with it. To insure uniformity in material and pattern, it is required that all uniforms be made under a contract that has been entered into. The uniform of the Corps of Cadets, except the Signal Corps, is of cadet grey and is a modification of that worn by the Corps of Cadets of the U. S. Military Academy, West Point, N. Y. The outfit consists of the following articles : Undress uniform and cap .......................... $17.50 White trousers (2 pairs). . . . . . . . . . . . . . . . . . . . . . . . . . . 2.00 Dress coat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12.00 Dress trousers ................... ~ . . . . . . . . . . . . . . . 5.75 Dress shakoe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.75 Dress cross-belts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.00 Overcoat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18.00 Raincoat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.00 2 grey shirts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.00 2 pair of lflggins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.50 1 dozen collars. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.50 6 pairs of cuffs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.50 6 pairs cotton gloves. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.50 2 pairs heavy gloves. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.00 $75.00 �--------------------------------------------------------------------------"'i' 111 11 54 CIRCULAR OF ST. JOHN'S COLLEGE. CIRCULAR OF S.T. JOHN'S COLLEGE. No uniform will be accepted until it has been inspected by the President of the College or the Commandant of Cadets. As students are. required to appear in uniform at all tim~s parents should omit the purchase of articles of civilian dress. The overcoat may properly be worn with both uniform and civilian dress and students will need no other overcoat. Except as permitted in this paragraph students are not permitted to wear parts of the uniform with parts of civilian dress. All parts of the uniform are substantial, serviceable, becoming and of moderate price. The purchase of the uniform is compulsory and it must be paid for when ordered. 55 COLLEGE EXPENSES. To BE PAID TO NEvETT STEELE, TREASURER OF ST. JOHN'S COLLEGE. First Term. Tuition .................................... $ 37.50 Matriculation Fee (on admission)............ 5.00 Athletic Association Fee.. . . . . . . . . . . . . . . . . . . . 5.00 Seat in Church............................. 1.50 Hire of furniture (if required)............... 3.50 8.25 Steam heat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Deposit for damage. . . . . . . . . . . . . . . . . . . . . . . . . 5.00 ANNUAL ENCAMPMENT. It has been the custom during the past years to have an annual encampment. The lessons learned by the cadet body at these encampments, as to field and target range work, castrametation, military hygiene, guard duty, etc., constitute a satisfactory completion of the four years' military work at the College. This encampment work is of such a great value to every cadet that it is essential for every member of the cadet battalion to be present at this annual encampment. Second Term. $ 37.50 5.00 1.50 3.50 8.25 5.00 $ 65.75 $ 60.75 86.50 86.50 $152.25 $147.25 First Second Term. Term. $7.50 Chemistry ................... $7 .50 5.00 Biology I . . . . . . . . . . . . . . . . . . . 5.00 5.00 Biology II . . . . . . . . . . . . . . . . . . 5.00 1.00 · Geology . . . . . . . . . . . . . . . . . . . . . 1.00 LABORATORY FEES: BOARD, LAUNDRY, ELECTRIC LIGHT, ANL Rco:M RENT: To be paid to the Treasurer of Co-operative Boarding Club, estimated about.......... .. ' In the above, no estimate is made for cost of uniform, (see page 53), or text-books. A student is also expected to provide himself with table napkins, towels and the requisite bed cloth~ng for a.single bed. There is also a small annual expense m the Literary Societies. Funds of students may be deposited with the President of the College, or with some other member of the Facult~, w_ho will disburse the funds thus received in accordance with mstructions he may receive from the parent or guardian. · '· .,, �- : 56 CIRCULAR OF ST. JOHN'S COLLEGE. Students should be especially warned of the risk incurred by keeping money in trunks or other receptacles in their rooms. GENERAL DETAILS ABOUT EXPENSE'1. The tuition charges for day scholars, including, residents of Annapolis and students from other parts of Maryland _and from other States, not lodging and boarding in the college halls are $45.00 per term. ' T~e annual college session consists of two terms, the first ending on the 8th of February, and the second on the third We~esday of J~e_in each year. All the copege charges are required to be paid in advance, at the beginning of each term. and no ded~tction will be made except for absence caused b; p:otracted illness. No student will be matriculated, nor will his name be entered upon the rolls of any term, unless he shall have presented to the President a receipt from the Treasurer of the Colle~e fo~ all dues and arrearages, including a fee of $5 for matr1culat1on, and no diploma will be awarded unless th~ ca:ndida~e shall have presented to the President a like receipt mcludmg a fee of ten dollars for a diploma. For the expenses .of Sen~torial scholars, see page. 64. Every boarding student is required to deposit with the Treasurer a fee of $1.50 per term, to be paid by him to such church as 'the student may attend. An additional charge of $5.00 per term will ~lso be ~ad~ upon all ~tudents for use of the gymnasium, for mstruct10n m gymnastic exercise, and for membership in the Athletic Association. (See page 55.) Wilful damage, or damage resulting from carelessness will be made the ground of additional charge, to be defray~d by the perpetrator. . The Treasurer shall require a deposit of $5.00 from boardmg students as a guarantee against wilful damage to college property to be returned at the close of the session, less any charges that may have been assessed against them during the college year. All students holding scholarships are required to lodge in the colle~e ha~s, and those holding S~natorial scholarships are provide~ with room furniture, for the· care of which they are held strictly accountable. CIRCULAR OF ST. JOHN'S COLLEGE. Students not holding Senatorial scholarships are required to provide themselves with furniture. Furniture may, however, be hired from the college authorities at from $3.50 to $5.00 per term, according to its character and cost, and the hirer will be held responsible for all damages thereto, beyond the reasonable wear and tear of the same. Disbursements will be made for personal expenses of students, if funds are deposited by parents or guardians for this purpose, but no advance will be made by the College. Books will also be furnished to students, provided a deposit of ten dollars be made for that purpose at the beginning of each term. At a final settlement, at the close of the year, the unexpended balance, if any, will be refunded. BOARDING. The three College dorimitories, Pinkney and Humphreys hall, as well as the mess hall, have each been provided with a steam heating apparatus of the most approved sort, which has been thoroughly tested during the severe weather of past winters and found entirely satisfactory. The lodging rooms have also been recently renovated and painted, and other improvements made conducive to the health and comfort of students. The boarding department of the College in all its branches is under the supervision of the President. The boarding houses will be closed during the Christmas and summer vacations. A College Co-operative Boarding Club has been organized in place of the College Commons, and has been successfully carried on during past years. Under this system at the close of each mo~th, an inventory is taken, all accounts are settled and the expenses are divided among the members of the club. An auditing committee is then appointed each month by the club, to examine the books of the commissary and to report to the club. Each member must advance $10.00 at the commencement of each month, and at the close must pay the balance due, as no deficit is allowed to run into the following month. The exact cost of board for next year, including washing, lights and room rent, cannot be known, as market prices vary, but it may be safely estimated to be about $175 for the whole session. ' �~ ' ' ' ' : 58 CIRCULAR OF ST. JOHN'S COLLEGE. CIRCULAR OF ST. JOHN'S COLLEGE. LIBRARY AND READING ROOM. Through the liberality of the Legislature of 1902, and donations from the classes of '71, '72 an,_d '73, extensive additions have been made to the library, and by means of the regular library fund subscriptions have been made to a number of American and foreign periodicals. A complete library being an indispensable auxiliary to the intellectual advancement of professors and students, its claims are commended to the alumni and to the friends of education in the State. Any contributions of books or funds will be gratefully acknowledged. There are now on the shelves about 9,500 volumes, .which are carefully classified and catalogued, thus forming an admirable working library for the student. Among these works are 850 bound volumes of American and English periodicals. Easy access to the contents of these works is furnished by Poole's Index of all subjects treated of in home and foreign magazines. The College Library and Reading Room is open every day from 3 to 4 p. m., and from 8 to 10 p. m., for reading and taking out of books and periodicals. The following magazines and reviews, furnishing all a student can reasonably need, are on file for 1914: Atlantic Monthly, Century, Popular Science Monthly, Harper's Monthly, North American Review, Forum, The Academy, Saint Nicholas, Scribner, McClure's, Munsey, Outing, Nineteenth Century, Literary Digest, Cosmopolitan, Strand, Scientific American, Scientific American Supplement, Review of Reviews, Sewanee Review. GIFTS TO THE COLLEGE LIBRARY. DURING THE YE.AR ENDING JuNE, 1913. State Departmen+ .............. · · · · · · · · · · · Washington, D." C. " Treasury Department ......... · ·. · · · · · · · · · " " War Department ....... '................ " " Navy Depar.tment.......... · . · · · · · · · · · · · · " " Department of the Interior ........... · · · · " " Department of Agriculture .......... · · · · · . · Smithsonian I nsti"'" t e. · · · · · · · · · · · · · · · · · · · · Washmgton, D., , C. ,.u ,, Bureau of Education. · · · · · · · · · · · · · · · · · · · · ,, ,, U. S. Fish Commission .................. · " " u. S. Coast and Geodetic Survey· · · · · · · · · · ,, ,, Surgeon General's Office ......... : .. · · · · · " " Interstate Commission........... · ... · · · · · · ize E Franms H . y· t e11ey.. .. .. .. .. .. .. .. .. .. New York, N. Y. Rev. John Appleyard•..................... Burnley, ng. 59 �60 CIR.CUL.AB OF ST. JOHN'S COLLEGE. CIRCULAR OF ST. JOHN'S COLLEGE. 61 SOHEDULE FOB. 1913. ATHLETIC ASSOCIATION OF ST. .JOHN'S COLLEGE. An .Athletic Association is formed in which membership may be o?tained by any student or alumnus of the College upon I?aY.mg the. annual fee of $10.00. (See page 56.) This subscription entitles the member to witness all the games played by the College teams on the home grounds and to make use of their bats, balls and other appliances. The following are the officers of the Athletic .Association for 1913-1914: President, D. E. SMITH, '14. BASEBALL TEAM, 1913. W. D. NOBLE .............................. Captain.. C. R. BuoKLEY. , ..................•....... Manager. D. E. ·SMITH ..................... Assistant M11.nager. Catcher-W. D. Noble. First base-F. C. Mellon, W. G. Oatlin. Second base-George Gering. Third base-R. G. Clark. Treasure1", H. B. MATTHEWS, '15. EXECUTIVE COMMITTEE: PBoFESSO.R 0.ROVE Facu1ty. Rock llill College, Mt. St. Mary's College, Washington a'l'.ld Lee Universilty, Frl!Jliklin and Marshall College, Haverford College, Pennsylvania Military College, Maryland Agricultural College, Virginia Military Institute, Washington College, Johns Hopkins University. R. P. MELVIN Alumnus. D. E. SMITK Student. 8oHEDULE FOB. 1913. &,i.Ilaudet College, Virginia Military Institute, Wiashington and Lee University, Virginia Polyteehnic Institute, ;Mt•.st. Mary's College, U. S. Naval Academy, Franklin and Marshall College, Maryland Agricultural College, Georgetown University, Rock Hill College, Delaware College, Washington College, Dickinson College, Johns Hopkins University, Pennsylvania Military College. FOOTBALL, BASEBALL, BASKETBALL .AND TR.ACK TEAMS. FOOTBALL TEA!M, 1913. R. G. CLARK .......... •....................• Captain. H. B. MATTHEWS ......................... Manager. P. K. MOISAN ................... Assistant M·anager. H. J. Andrew, right end. H. J. Selby, right tackle. D. E. Smith, right guard. G. E. Dryden, centre. W.· .S. Phillips, left guard. G. E. McNutt, left tackle. L. Q. C. Lamar, left end. R. G. Clark, quarter-back. Irvin Heise, right halfback. J. T. :Sadler, left halfback. R. H. Elliott, fullback. SUBSTITUTES. Woodward, Cecil, Hauver, Walsh. Short stop-I. Heise. Left field-F. H. Thompson. Right field-G. Claude, John Matthews. Pitchers--H. B. Matthews, John Wilson. BASKETBAI~L TEAM, 1913 . P. C. CLAYTON ........... .' ................. Captain. G. E. MCNUTT ............................ Manager. H. L. REEDER .................... Assistant Manager. R ..S. G. Welch John Wilson l f forwards. F. C. Mellon F. H. Thompson l f guards. P. C. Clayton-centre. SUBSTITUTES. C. R. Buckley, E. L. Lewis, C. C. Dorsey. SCHEDULE FOB. 1913. Gallaudet College, Loyola College, Washington College, Cllltholic Uni· varsity, University of Virginia, U. S. Naval Aoodemy, Virginia Military Institute, Delaware College, Pennsylvania Military College. �, I I ',I ;1 62 CIRCULAR OF Sil'. JOHN'S COLLEGE. CIRCULAR OF ST. JOHN'S COLLEGE. 63 TRA:CK AND FIELD TEAM, 1913. W. E. WOODWARD .......................... Captain. P. C. CLAYTON ............................ Manager. C. C. DORSEY ..................... Assistant Manager. I. E. Ryder, H. A. Gailey, John Wilson, L. Q. C. Lamar, P. C. Clayton, F. C. Mellon, R. G. Clark. TENNIS TEAM. H.F. GEARING ............................. Captain. D. E. CAMPBELL .......................... Manager. D. C. Downs, H. F. Gearing, H. A. Gailey, J. SCHEDULE FOR c. Fell. 1913. Catholie. University, Georgetown University, Washington College, Johns Hopkins University, Wiashington College. GYMNASIUM. .A. gymnasium has been erected and equipped with apparatus for complete physical training. The building covers a ground space of 158 feet by 200 feet. The main gymnasium room is 120 by 160 feet, surrounded by a gallery containing a running track. There are bowling alleys, a rifle range, a reading room, a trophy room, and a secretary's room; also a large locker room 70 by 17 feet, containing individual steel lockers for each student. .Adjoining this is a swimming pool, with a large shower-bath room and la:v~­ tory attached. There is also a smaller locker room for the use of members of visiting teams, containing steel lockers ; also a large spa:re room. Physical training is compulsory, and each student is required to attend classes for instruction in gymnastics and physical exercises, two hours per week, from the first of October until the first of .April, unless specially excused to engage in outdoor sports during these hours. Further donations towards the gymnasium will be gladly received from alumni and other friends of the college . .A.THLETI CS. 'fhe students have excellent facilities for athletic games, which ar.e kept under supervision. No student who is physically unfit is allowed to take part in an athletic contest. ~ jl �1· I ( t " CIRCULAR OF ST. JOHN'S COLLEGE. CIRCULAR OF ST. JOHN'S COLLEGE. BENEFICIARY AID. 64 ST.ATE SCHOLARSHIPS FOR TUITION ONLY. STATE SCHOLARSHIPS FOR BOARD AND TUITION. The General Assembly of the State (Act of 1872, Chapter 303, and 1879, Chapter 315) has provided for furnishing board, fuel, lights, and washing to the incumbent of one State Scholarship from each Senatorial District in the State, to _be appointed by the Board of School Commissioners, by and with the advice and consent of the Senators in their respective districts, after competitive examination. The law requires that the candidate shall produce before the Board of School Commissioners satisfactory evidence of their moral character, and of their inability or the inability of their parents or guardians, to pay the regular College charges. A bla~ form or certificate, drawn in conformity to the above law, will be forwarded to the secretaries of the several school boards for the use of the appointees to the said scholarships. These scholarships are tenable for four years, and the incumb~nts ar~ l'.equired by law to pledge themselves that they will contmue students of the College for the full term of four years, unless prevented by unavoidable necessity, and that they will teach school within the State for not.less than two years after leaving College. To obtain a full collegiate education, the object contemplated by the Act, candidates should be prepared to enter at least the Freshman Class of the College. The boards of school commissioners are earnestly requested to exercise great care in the selection of these students, and especially to appoint none deficient in preparation. The Faculty is empowered to extend the term of these scholarships one year in case of worthy students. The incumbents of these scholarships will hereafter be required to provide their own textbooks. After graduation of the present Senior Class there will be three vacancies in these scholarships, viz. : One each from the counties of Garrett, Howard and Montgomery. In filling these vacancies, the boards of school commissioners are requested (other things being equal) to appoint those candidates who are not less than sixteen years of age, and are most advanced in their studies. It is desired that all applicants hereafter should be prepared to enter the Freshman Class of the College. 65 The law of the State of Maryland (Act of 1894) granting au additional appropriation to the college, provides for the education of twenty-six State students, in addition to the foregoing, free of expenses for tuition. These scholarships will be distributed among the counties of Maryland, in order of priority of application. The holders of these scholarships will be required to provide the cost of their board, about $175 (see page 57), and pay incidental fees for church, gymnasium, heat, and hire of furniture. In order to promote closer relations between the college and the educational system of the State, the Board of Visitors has offered a free tuition scholarship to the young man graduating highest in his class at the following High Schools : Cumberland, Allegany County. Lonaconing, Allegany County. Reisterstown, Baltimore County. Towson, Baltimore County. Denton, Caroline County. Westminster, Carroll County. Elkton, Cecil County. Cambirdge, Dorchester County. Frederick, Frederick County. Miiddletown, Frederick County. Oakland, Garrett County. Bel Air, Harford Connty. Havre de Grace, Harford County. Chestertown, Kenrt Coun.ty. Rockville, Montgomery County. Ellicott City, Howard County. Laurel, Prince George's County. Centreville, Queen Anne's County. Crisfield, Somerset County. Easton, Talbot County. Hagerstown, Washington County. Salisbury, Wicomico County. Pooomoke 01ty, Worcester County. Annapolis, Anne Arundel County. Also the' following Academies : Charlotte Hall Academy, Charlotte Hall. Rockville Academy, Rockville, Md. Anne Arundel Academy, Millersville, Md. Two to the Jacob Tome Institute at Port Deposit, Md. The following counties having no high schools tht:i school commissioners are granted the privilege of designating a student to. a similar scholarship, viz. : Calvert County. Charles County, also McDonogh Institute, La Plata. St. Mary's County. �66 CIRCULAR OF S'l'. JOHN'S CQI,I,EGR BOARD OF EDUCATION. CIRCULAR 01'"' ST. JOHN'S COLLEGE The Board of Education of the Presbyterian Church grants aid to young men preparing for the ministry in the denomination. The aid may be obtained either while in college or in a Theological Seminary. At present the amount given is $150 per annum. 67 PRIZES. SCHOLARSHIPS FOR SONS OF CLERGYMEN. ORATORY. All sons of clergymen are given education free of charge. 'l'he Trustees of the Byrd Wyman Fund, Baltimore, also grant one or more scholarships, which provide both board and tuition to such students of the college. ~· ~ prize of $25.00 is offered annually by the Al . A sociat10n of St. John's College to that member of t:mm . sClass who shall prepare and d l' th b . . e Semor 2 A gold d 1. e iver e est or1gmal oration Cla~s who gai:s ~h~s ;warded t~ the member of the Junio; that class. rst place m the oratorical contest of THE JEREMIAH HUGHES SCHOLARSHIP. A scholarship, providing the sum of $30 per annum to- wards the cost of tuition, has been established upon the above foundation. It is available for deserving youths of all denominations, but preference is to be given to candidates who are residents in Annapolis. I I ,I 'f I COLLEGIATE SCHOLARSHIPS. The following regulations have been made by the Board of Visitors and Governors for the establishment of scholarships in connection with the College. For a permanent scholarship for tuition, $1,500. For a permanent scholarship for board and tuition, $6,000. For a scholarship for the tuition of a student through all the college classes, $300. For a scholarship for the board and tuition of a student through all the college classes, $1,200. For any other scholarships the sum reduced shall be in the same proportion, the money in each case to be paid in advance into the treasury of the College. The establishment of these scholar" ships is commended to the attention of the alumni and friends of the College. 3. The Oratorical Association of Ma 1 a~ ~nnual contest to which students of ~~ ~:~ ~ol~~~s holds eligible, and a gold medal is awarded to. th n s o fege are testant. e success ul con- The Board of Visitor d G . overnors w~ll present annually a gold medal to that r:_ an have attained the hiO'he::n:::orodf ~heh~enwrd Cl~ss who shall "' m is aca emic work. BIBLICAL STUDY. I The President of the Colle ff . student who shall have attain:~ ~h e~ ah prt1ze o~ ~ooks to the Class. . e ig es merit m the Bible THE PHILO SHERMAN BENNETT. Under the will of the late Ph"l Sh of $20.00 is offered each year for1 ~h be~an Bennett, a prize e es essay on the '' Principles of Free Government. , ' �, • 68 CIRCULAR OF ST. JOHN'S COLI,EGE. CIRCULAR OF ST. JOHN'S COLLEGE. f 69 f ALUMNI ASSOCIATION OF ST . .JOHN'S COLLEGE. LIST OF ALUMNI AND COLLEGE GRADUATES. The Alumni Association of St. John's College, as reorganized in 1913, holds three regular meetings each year, as follows, viz.: (1) The general alumni banquet in Baltimore on the evening of. the last Saturday in January. (2) General meeting and luncheon on Com· mencement Day at St. John's College. (3) General meeting and smoker in Baltimore on the evening preceding the annual football contest between St. John's College and Johns Hopkins University (if no such contest, then on the first Saturday evening in Novem· ber). All former students who have completecl their collegiate education (whether graduate or not) at St. John's College, and left in good standing, are eligible to membership in this Association. It numbers on its rolls many names prominent· in the history of the State and nation. The following are the officers for the present year: President, Vice-Presidents, PHILEMON 1793. *Charles Alexander, B.A. •John Addison Carr, B.A. *William Long, B.A. 1794. •Thomas Chase, B.A. *John Bowie Duckett, B.A. *Richard Harwood, B.A. •John Carlisle Herbert, B.A. •John Jacob Tschudy, B.A. 1796. *William Cooke, B.A. •Robert H. Goldsborough B.A. *Francis Scott Key, B.A.' *Daniel Murray, B.A. *John Shaw, B.A., M.D. •carlysle F. Whiting, B.A. H. TUOK, '72. WALTER I. DAWKINS, '80; WILLIAM RIDGELY P. MELVIN, c. DEVECMON, '81; '99. Treasurer, PETER P. BLANCHARD, '98. Secretary, J. H. C. KEMP, JR., '05. 1797. •John Leeds Kerr BA *John Tayloe Lomax," B.A., LL.D. •James Lowry Donaldson B A •John Rumsey, B.A. ' · · PUBLICITY COMMITTEE. J. A. NY•DEGGER, '90, Chairman. WIRT JAMES D. IGLEHART, A. DUVALL, 1798. *William Campbell, B.A. •John Claude, !I.A. *William Donaldson, B.A., M.D. •Alexander Hammett B A *William Potts, B.A.' · · *John :Hanson Thomas, B.A. '72. '85. ENTERTAINMENT COMMITTEE. w. THOMAS KEMP, '97, Chairman. PHILIP HARRISON, L. B. KEENE CLAGGETT, '95. '08. 1799. •Thos. Beale Dorsey B A M D *Walter Farnandls 'B A "'M. .A · *Thomas Rodgers, B.A., "M:.A'. · *James S. Grant, B.A., M.A. •Robert C. Stone, B.A., M.A. 0 The Executive Committee consists of the President, Treasurer, Secre· tary and Chairmen of the Publicity ·and Entertainment Committees, alJ I e!ll ojfimo. N:Ew t YoRK BRANCH. A looal association has also been formed at New York, to which all graduates, alumni and friends of St. John's Oollege, living in or near that city are eligible. The officers are: Herbert Noble, '89, President; Elon S. Hobbs, Jr., '82, Vice-President; Alfred Houston, '06, Secretary; Charles Brewer, '85, Treasurer. f1 ! f ! l. f 1800. •James Boyle, B.A MA *Richard Brown, Fi'.A., · M.D. 18.02. *Richard Lockerman B.A. *James Murray, B.A'. •Jesse Ray, B.A. 1804. *Upton Scott Reed B A *Nicholas Carroll,' B.A. · Those marked with an (*) are dead. 1806. *Thomas J. Brice, B A •John Guyer, B.A. · • •James Harwood B A *George Mackubin BA •John Mercer BA · · •Henry Maynadier Murray l...A. :Lewis Neth, B.A. ' William E. Pinkney, B.A., M.D. 1810. *Thomas Randall B A •John Ridout, B.A., .M.. D. 1811. •John Gwinn, B.A., M.D. *John Marbury, B.A. •Addison Ridout, B.A. The following is a list of the ALUMNI who were at the College between the years 1811 and 1822: *Thomas S. Alexander, LL,D. *George G. Brewer. · *John Denny, M.D. •Frederick L. Grammar M D :John Johnson. ' · • John M. S. Maccubbln MD *Frederick Mackuhm M"D · · *Richard Marriott, M.D.' · •Landon Mercer. •Waldon Middleton. •Somerville Pinkney *Richard Randall :M: D *.tt'rancis Thomas.· B ..A. · •Ramsay Waters. •John B. Wells MD •George Wells.' · · *William Williams M D *Nicholas Brewer. ' · · •John Carroll. *Thomas H. Carroll *William Caton M D •wm1am Denny, M.D. ''Reverdy Johnson, LL.D. *Henry Randall. *David Ridgely. •William Greenbury Ridgely. •John Ridout. •John Nelson Watkins. *Isaac Williams. 1822. •John Carville Howard BA MA •Alexander Randall, B'.A., · M'.A. ' ' ,, 1) ! �<JIRCULAR OF ST. JOHN'S COLLEGE. 71 CIRCULAR OF ST. JOHN '8 COLLEGE. 10 LIST OF GRADUATES-CONTINUED. LIST OF GRADUATES-CONTINUED. 1827. *.!fohn Henry Alexander, B.A., M.A., LL.D. *Thomas Archer, B.A., M.A. *William Harwood B.A., M.A. •Ezekiel Hughes, B.A., M.A. *Right Rev. William Pinkney, B.A., M.A., D.D., LL.D. *William H. Tuck, B.A., M.A. 1830. •.John T. Archer, B.A. •Hyde Ray Bowie, B.A. •James Boyle, B.A. •Daniel Clarke, B.A. *Robert Emmet Culbreth, B.A. *J Hardcastle Culbretn, B.A. •Thomas John Franldin, B.A., M.A., *J'oh!1·~~ndall Hagner, B.A., M.A. *Ellis Hughes, B.A., M.D. *Thomas Karney, B.A., M.A. *Edward Pannel, B.A. *Nlnian Pinkney, B.A., M.A., M.D., LL.D. *Nicholas John Watkins, B.A. 1832. *.Jas. Sands Holland, B.A., M.A. •.Jas. West Thompson, B.A., M.A. 1834. *Rev. Orlando Hutton, B.A., M.D., D.D. *John Greene Proud, B.A., M.A. *Rev. Lucien Bonaparte Wright, B.A. 1835. •Edwin Boyle, B.A. *Abram Claude, B.A., M.A., M.D. *Richard Culbreth, B.A. •Thomas Holme Hagner, B.A., M.A. *Richard C. Mackubin, B.A., M.A., M.D. 1831'1. *George Grundy, B.A. *Thomas Granger, B.A., M.A. *William R. HaYWard, B.A., M.D. •George Johnson, B.A. •.Joshua Dorsey Johnson, B.A. *George Edward Muse, B.A. *William 0. Reeder, B.A. •John H. Reeder, B.A. *William Henry Thomas, B.A. *Franklin Weems, B.A. *Nicholas Brice Worthington, B.A., M.A. 1837. 1838. •Wiiliam Tell Claude, B.A., M.A. *Rev. Savington W. Crampton, B.A. •Henry H. Goldsborough, B.A. *Chas. Nicholas Mackubin, B.A. *William Henry Thompson, B.A., M.A. *Rev. William Henry Trapnell, B.A. *Edward Worthington, B.A. 1839. *Samuel Chamberlii.ine, B.A. •Phll!p Culbreth, B.i\.. *William Henry Goodwin Dorsey, B.A. •John T. Beale Dorsey, ·B.A. •Worthington Ross, B.A. *Frederick Stone, B.A. •Brice T. B. Worthington, B.A. 1840. *John Michael Brewer, B.A. •Benjamin F. Bohrer, B.A., M.A., M.D. *Jeremiah L. Hughes, B.A. *Rev. Thomas W. Winchester, B.A., M.A. 1841. •Luther Giddings, B.A., M.A. *William Giddings, B.A., M.A. *Daniel Maynadier Henry, B.A., M.A. •George Stephen Humphreys, B.A., M.A. *Francis Henry Stockett, B.A., M.A. 1842. *John Basil, B.A., M.A. •George Betton, B.A. *Rev. Jonathan Pinkney Hammond, B.A., M.A., D.D. •Samuel Ridout, B.A., M.A., M.D. •John M. Broome, B.A., M.D. •Frederick S. Brown, B.A. •John W. Martin, B.A. •Rev. Jos. Trapnell, B.A., M.A., D.D. *Trueman Tyler, B.A. 1844.' *Llewellyn Boyle, B.A., M.A. . •Alexander Hamilton Gambrill, B.A., •Jo~AThoma.s Hall, B.A., M.A., M.D. •James Kemp Harwood, B.A., M.A. •Thomas Andrew ll!cParlin, B.A., M. A., M.D. *Basil Shepherd Murdoch, B.A. •Henry Maynadler Murray, B.A., M.A. •John Shaafl' Stockett, B.A., M.A. *Charles M. Baer, M.D. •Richard H. Hagner. *William Skinner Hall. *Matthias Linthicum, M.D. *Thomas F. Owens, M.D. •Wm. Theodore Revell, M.D. •w. H. Young, English Diploma. 1846. *Nicholas Brewer, B.A., M.A., M.D. •Marbury Brewer, B.A., M.A., M.D. *Ricbard H. Cowman, B.A. •John Decker, Jr., B.A., M.A. •Daniel Murra;r. Thomas, B.A., M.A. 1847. *Robert Chandler, B.A., M.A. *Elizur Lance! Foote, B.A., M.A. *Johp R. P. Forbes, B.A., M.A. •Jas.' Shaw Franklin, B.A., M.A. *Willlam Henry McParlin, B.A., M.A. *John Mullan, B.A., M.A. *Charles s.' Parran. *Charles S. Winder. 1849. •Thomas B. Chase, B.A., M.A., M.D. *Will!am Q. Claytor, B.A., M.A., M.D. •Harwood Iglehart, B.A., M.A. *James Mackubin, B.A., M.A. •James Revell, B.A., M.A. *John Ridout, B.A., M.A., M.D. *Thomas Jones Wilson, B.A., M.A. •Charles F. Goldsborough, *H. Roland vvalton, M.D. 1857. *Louis W. Bryan, B.A. *John r. Hyde, B.A., D.D., LL.D. •Joseph N. Pindell, B.A. •Joseph K. Roberts, B.A. •John H. Sellman, B.A. 1858. *Andrew G. Chapman, B.A., M.A. John W. Dorsey, B.A., M.A. *Charles A. Johnston, B.A., M.A. *James W. Wilson, B. A., M.A. 1850. *Dennis Claude, of D., B.A., M.A. *John McMahon Hollana, B.A., M.A. *Thomas Richard Stockett, B.A., M.A. ENGLISH DIPLOMAS : W. Octavious Eversfl.eld. Jonathan Malbeh. •Seaton Munroe. 1852. *Charles Brewer, B.A., M.A., M.D. *William Saunders Green, B.A., M.A. *·William Sprigg Hall, B.A., M.A. *James Iglehart, Jr., B.A., M.A. *Jonathan Pinkney Sparks, B.A., M.A. •John W. Brewer, B.A., M.A., M.D. John Riggs Brown, B.A., M.A. *Richard Rawlings Goodwin, B.A. William Hersey Hopkms, B.A., M.A., Ph.D. *Rev. Adolphus T. Pindell, B.A. *Thomas St. George Pratt, B.A. *James E. Richardson, B.A., M.A. •Dennis Claude Handy, M.D. Jefferson D. Loker. *William W. Childs, M.D. 1853. *Richard Henry Brewer, B.A., M.A. •John Grant Chapman, B.A., M.A. *William Henory Gassaway, B.A., M.A. *Richard Harwood Green, B.A., M.A., 'M.D. •John Grant Harris, B.A., M.A. *Charles Edward Hutton, B.A., M.A. *William Thomas Iglehart, B.A., M.A. *George Palmer Keating, B.A., M.A. Daniel Randall Magruder, B.A., M.A. *Rev. John Miller Schwrar, B.A., M.A. *Washington Green Tuck, B.A., M.A., M.D. · Lemuel Flannigan, English Diploma. 1855. •Isaac Williams Brewer, B.A., M.A. *Edward McCeney, B.A., M.A. *Osborn Sprigg Iglehart, B.A., M.A., M.D. •Philip Randall Voorhees, B.A., M.A. Edward Augustus Welch, English Diploma. Those marked with an ( •) are dead. Tho!le marked with an ( •) are dead. 1856. *Marshall Chapman, B.A. *Hammond Claud, B.A. •Philip G. Clayton, B.A. John A. Conner, B.A. *Louis G. Gassaway, B.A. *Thomas B. Kent, B.A. William G. Rirlont, B.A., M.A., M.D., LL.B. Alvin C. Wilson, B.A. 1860. Roger Bellis, B.A. John P. Cockey, B.A. Henry Clay England, B.A. Robert L. Lusby, B.A., M.D. *Samuel Thomllls McCullough, M.A. B.A., Dorsey Thompson, D.A. Henry Clay Tinges, B.A. Thomas Allen Ducket, English Dip. (The exercises of the College were suspended in consequence of the war from 1861 to 1866.) Graduates sinee the re-organization of the College in 1867 : 1871. *R. Riddell Brown, B.A., M.A., LL.B. University of Maryland. •Calderon Carlisle, B.A., LL.D. Samuel Garner, Jr., B.A., Ph.D. Johns Hopkins University. Z. Taylor Pindell, B.A. Henry H. QuyPn, B.A. L. Alllson Wilmer, B.A., M.A., LL.B. University of Maryland. �'{2 CIRCULAR OF <ST. JOHN'S COLLEGE. CIRCULAR OF ST. JOHN'S COLLEGE. LIST OF GRADUATES-CONTINUED. 73 LIST OF GRADUATES-CONTINUED. 1872. 1878. William H. Harlan, B.A. Robert H. Hooper, B.A. James D. Iglehart, B.A., M.A., M.D. Iredell Johnston, B.A. George W. Munroe, B.A. C. Kinlock Nelson, B.A., D.D. Philemon H. Tuck, B.A., M.A., LL.B. University of Maryland. •John S. Wirt, B.A., M.A. J. Shiles Crockett, B.A. •John F. Gontrum, B.A. Henry D. Harlan, B.A., M.A., LL.D. George A. Harter, B.A., M.A. J. Harry Krebs, B.A. *George T. Martin, B.A. *Sydney E. Mudd, B.A. John G. Ray, B.A. H. Arthur Stump, B.A., M.A. 1879. PROFICIENTS : George A. Frick. James W. Greer. 1880. Manly H. Barnes, B.A. Edwa1·d A. Scott, B.A., M.A. *F. E. Wathen, B.A., M.A. George A. Frick, B.A. Joseph F. Valiant, B.A. J. D. Williams, B.A. . PROFICIENTS : A. R. Hagner. W. J. Dawkins, M.A. James Bartol Greene, M.A. George B. Dorsey. *Thos. B.A., M.A., M.D. Louis w. Fritch, B.A. •James M. Carlisle, Jr., B.A. Hugh Nelson, B.A., M.A. Frederick Sasscer, B.A., M.A. *E. M. Wyatt Johnson. J. Clarke McGuire, Jr., M.A., M.D. 1878. *George T. Bratten, Jr., B.A. Orlott Lake, B.A. Robert F. Maddux, B.A. John S. Fulton, B.A., M.D. Edw. T. Lawrence B.A., M.A., D.D. Edward D. Martin, B.A. *Charles F. Norris, B.A. 1884. Wm. H. Burgess, B.A., M.A. Bruner R. Anderson, B.A. •Fred. H. Ulash, B.A., M.A. Joseph T. Coulbourn, B.A. Emerson C. Harrington, B.A., M.A. Wm. F. Johnson, B.A. Wyatt W. Randall, B.A., Ph.D. Johns Hopkins University. Edward J. W. Revell, B.A., M.A. *Henry Clay Schooley, B.A., M.A. George A. Steele, B.A., M.A. Richard B. Tippett, B.A., M.A. Henry B. Wilson, B.A. *G. Worthington Berry, B.A. E. Pliny Griffin, B.A. Roger S. Powell, B.A. Cadwallader E. Linthicum, B.A. 1875. Barton Brune, PROFICIENTS : PROFICIENT : Edward H. Sincell. James P. Gorter, M.A., LL.D. *Abram W. Wright, M.A. 1874. Orlando B. Batten, B.A. *Fred. W. Brune, Jr., B.A. *Geo. Williams Greenway, B.A. William J. Griffin, B.A. • Albon D. J1Jhnston, B.A. James M. Munroe, B.A., M.A., LL.D. Keating S. Nelson, Jr., B.A. Blanchard Randall, B.A., M.A. •John K. Randall, B.A. Joseph R. Wilmer, B.A. •w. Sidney Wilson, B.A. .,. PROFICIENTS : 1873. Samuel T. Ashe, B.A. Samuel Ridout, B.A. William Ritchie, B.A. Sidney Waller, B.A. •Henry B. Wirt, B.A. James P. Dawson, .B.A. Henningham Gordon, B.A. •Walter R. Crabbe, B.A. . 1883. Norman Von S. Farquhar, B.A. Ja.mes D. Murray, B.A. Beale E. Padgett, B.A. Daniel R. Randall, B.A., M.A., Ph. D. Johns Hopkins University. ' + I I I 1881. 1877. N. Walter Dixon, B.A., M.A. Munroe Mitchell, B.A. Herbert Harlan, B.A., M.A., M.D. Burton A. Randall, B.A., M.A., M.D. PROFICIENTS : T. Kent Green. George C. Schoff. PROFICIENTS : Edward J. Clarke, M.A., L.H.D. Fendall Marbury. J. Dorsey Blunt. 1882. Elon St. Clair Hobbs, B.A., M.A. Grafton I. Munroe, B.A., M.A. Richard I. Watkins, B.A., M.A., D.D. Alvin C. Willey, B.A., M.A. PnoFICIEN'l' : •t i i ·1 *Nicholas Brewer, Jr. PROFICIENTS : Charles Brewer, M.D., M.A. Jonn L. Chew. •J. H. Iglehart, LL.B. University ot Maryland. Will. Bush Shober. Charles A. Jacobi. 1886. *Ed. M. Hardcastle, B.A. M D CHnton T. Wyatt, B.A.,' M.A.: D.D. Jacob Grape, Jr., B.A., M.A. Will Bush Shober, B.S., M.A., Ph.D. Johns Hopkins University. ' William W. Davis, B.A., M.A., Ph.D. Wm. C. DeVecmon, B.A., M.A. Benj. F. DeVries, B.A., M.A. Frederick J. Keech, B.A., M.A., D.D. •John B. League, B.A. Edwin R. Leavitt, B.A. L. Dorsey Gassaway, B.A., M.A. PROFICIENT : Alldin M. Sprigg. 1885. Henry Bower Gorgas, B.A. · Benj. Pa.rker Truitt, B.A., M.A. I I i I 1887. Thos. H. Hicks, B.A., M.A. Wm. L. Purdum, B.A. John L. Chew, B.A., M.A. John Ridout, B.A., .MA., M.D. Charles E. Carl, B.L. 1888. Wm. W. Blunt, B.A. J. F. Fenwick, B.A., M.A. •Bernard Murphy, B.A., B.L. Frank P. Willes, B.A., M.A. J. Frank Jacobi, B.S., M.A. Those marked with an ( •) are dead. Those marked with an ( •) are dead. 1889. Lemuel S. Blades, B.S. T. Leverett Brewer, B. s. Chas. Edwards, B.S. Chas. H. Grace, B.A. Nicholas H. Green, B.A., M.A. Albert H. Hopkins, B.A., M.A. W. T. G. Neale, B.L. Her~ert Noble, B.A., M.A. Edwm D- Pusey, B.A., M.A. Charles H. Schoff, B.L., M.D. John G. Tilton, B.S., B.L. W. E. Trenchard, B.A. *J. H. Baker, M.E. 1890. Eugene M .Hays, B.A., M.A., L.H.D. W. A. Hitchcock, B.A. Chas. C. Marbury, B.A., M.D. •John T. Truitt, B.A., M.A. A. K. McGraw, B.S. .John S. Newman, B.S. J. Fred. Adams, B.L., M.D. B. Vernon Cecil. B.S., M.A., .u.sc. Eugene W. Heyde, B.L., M.A. B. B. Freeman, B.L. J. A. Nydegger, B.L., M.D., M.A. Walter S. Phillips, B.A. T. Ross Payne, B.L., M.D. Jesse H. Ramsburg, B.L., M.A., M.D. M. T. Johnston, B.L. 1891. Francis E. Daniels, B.A M.A. Douglas F. Duvall, B.Sc.:· M.A. Wm. Uscar Hurst, B.A., M.A. William H. Phillips, B.A. George M. Register, B.A., M.A. Osborne I. Yellott, B.A. George Seeley Smith, B.Sc., M.A. 1892. John I. Yellott, Jr., B.A. Louis T. Clark, B.A., B.S. M. Francis Oliver, B.A. J. Basil' Gibson, B.A. Gordon Tull, B.A. Noah E. Offutt, B.A. *A. Lacy Ewing, B.A. *George R. A. Hiss, B.A. M. Clyde Wier, B.A., M.A. Emerson P. Roberts, B.A. E. Julius Clar)<e, B.A. Louis T. Clark, B.S. George A. Harter, Ph.D . William W. Davis, Ph.D. 1893. C. E. Dryden, B.A., B.S., M.A. John H. Waller, B.A. Samuel M. Wagaman, B.A., B.S., M.D. W. H. Wilhelm, B.A., B.S., M.A. Howard C. Norris, B.A. Winfield S. Schley, Jr., B.A., M.D. C. Edgar Keller, B.A. Joseph C. Groff, B.A. �CIRCULAR OF ST. JOHN'S COLLEXH<;. 74 75 CIRCULAR OF ,sT. JOHN '8 COLLEGE. LIST OF GRADUATES-CONTINUED. LIST OF GRADUATES-CONTINUED. ~: J&mes P. Biays, Jr., B.S. Harold C. Ridgely, B.S., M.A. Robert Penington, B.S. Frank M. Gibson, Ph.D. H. Ridgely Riley, B.A., M.A. 1894. Arthur D. Willard, B.A. J". W. Thompson, B.A. Harvey Dern, B.A. Burton Proctor, B.A. C. Monteith Gilpin, B.A. Ernest R. Crapster, B.A., M.A. Tazewell T. Thomas, B.A., M.A. · Harvey L. Cooper, B.A. Richard H. Halley, B.S.. William A. Chase, B.S., M.A. Thomas E. Latimer, B.S., M.A. ·PROFICIENTS : E)dmund B. Iglehart. George D. DeShields, Jr. I ! 1895. George E. Bennett, B.A., B.S. W. Zach. Childs, B.A. L.. B. K. Claggett, B.S. .Jas. A. Fechtig, Jr., B.A., M.A. Eugene W. Iglehart, B.A. Courtney B. Jones, B.A. C. Newman Joyce, B.A. Seth H. Linthicum, B.S. . A. Randall Mcilvaine, B.A. ,. Addison E. Mullikin, B.A., M.A.· Leslie A. Oliver, B.A. Reginald H. Ridgely, B.S., M.A. Walter C. A. Schaefer, B.A. Roy H. Snyder, B.S. *Joseph Stine, B.S. E. M. Thompson, B.A., M.A. ~- Ulric A. Sklrven, B.S. Walter D. Smith, B.A. Charles L. Walls, B.A. Sprignel P. Wiley, B.S. - •\\T . c ~ 189!!. Philip H. Edwards, B.A., M.A., PIL D. Johns Hopkins University. James W. Huffington, B.A., M.A. Alvey M. Isanogle, B.A. Edwin H. Brown, Jr., B.A. James B. Noble, B.A., M.A. Charles H. McNab, B.A., M.A. Albert L. Wilkinson, B.A., M.D. Peter P. Blanchard, B.A. Edward R. Cassidy, B.A. Charles E. Terry, B.A., M.D. Owen S. Cecil, B.A. Nicholas Orem, B.A., M.A. •Kaolin L. Whitson, B.A. Daniel H. Duvall, B.S. William M. Clarke, B.S. Robert Goldsborough, B.S. *DeWitt C. Lyles, B.S. I I I 1899. Franklin J. Bohanan, B.A., M.A. •Henry Gordon Douglas, B.A. Walter Lucien Braay, B.A. Frank Williams Evans, B.A. Ridgely P. Melvin, B.A., M.A. Philip Douglas Lyons, B.A. John S. Strahorn, B.A., M.A. Eugene Hagan Mullan, B.S., M.D. Daniel Hunter Nichols, B.S. J. McDonald Sinclair, B.S., M.A. William Lee Mayo, B.S. Thomas Anthony Collison, B.S. •James Womble Gibson, B.S. 1896. William N. Berkeley, B.S. Richard D. Downs, B.A. Alexander R. Cheston, B.A. C. Ashby Duvall, B.A; Robert H. Williams, B.A. Frank G. Wagaman, B.A. Richard Hughes, B.A. Charles G. Jarboe, B.A., M.A. George A. Maddox, B.A., M.A. J. Roy Roseberry, B.A. Charles H. Shaffer, B.S. Jesse L. Tull, B.A. Scott M. Wolfinger, B.A. 1897. Lewis C. Boehm, B.A. Joseph B. Douglas, B.A. William G. Fay, B.A. Charles I. Flory, B.A., B.S. Edgar D. Hilleary, B.S. W. Thomas Kemp, B.A., M.A. llldward M. L'Engle, B.A., M.D. rs.mes P. Offutt, B.A. !lager E. Simmons, B.A. 1901. Oscar Bechtol Coblentz, B.A. Wlllard Jacob Wiley, B.A. John Roberts Caulk, B.A., ~r~w H. Kru~. B.A., M.A. 1904. ~I i M.A., i I Those marked with an ( •) are dead. ' j: . : I R. Tunis Strange, B.S. J. Harry Wood, B.S. Harry S. Tarbert, B.S. Edward 0. Halbert, B.S. Harold J3. Scarborough, B.S. 1905. 1902. Vernon S. Bradley, B.A., M.A. Lou Hamilton Seth, B.A. Charles S. Despard, Jr., B.A. Wayne Willing Keyes, B.A. LeRoy Perry Baker, B.A. Edward H. Tarbutton, B.A. *Augustus W. Bradford, B. A. E. W. Petherbrldge, B.A. W. Outerbridge Spates, B.A. Alexis A. Jackson, B. A. S. G. Townshend, Jr., B.A. Alexander Randall, B.A., M.A., M.D. Elliott H. Hutchins, B.A., M.A., M.D. Joseph H. Beard, B.A., M.D., M.A. Thomas S. Crane, B.A., M.A. Wade H. Gordy, B.A. Joshua F. Linthicum, B.A. Samuel W. Ahalt, B.A. William 0. LaMotte, B.S., M.A., M.D. Richard B. Spencer, B.S. William P. Ward, B.S. 1903. A. W. Woodcock, Jr., B.A., M.A. Charles A. Cummins, B.S. Drew H. Beatty, B.A. James Clark, B.A. Wilson W. Galbreath, B.A. Nevous P. Reed, B.A. LeRoy T. Rohrer, B.A. S. harrison Tilghman, B.A. Walton Hood Grant, B.A., M.A. Charles P. Hollingsworth, B.A. Thomas W. Hall, B.A. Frederick W. Seward, B.A. Enoch Barton Garey, B.A. Fred Y. Cronk, B.S., M.A., M.D. Riley E. Elgin, B.S. Douglas Claude Handy, B.S. 1900. Jesse O. Purvis, B.A., M.A., M.D. Howard Clarence Hill, B.A. Bertram Walters Anderson, B.A. Benjamin Franklin Conrad, B.A. William Price Lawson, B.A. Samuel Turner Mackall, B.A. Walter Conrad Mylander, B.A. Henry Powell Turner, B.A. William Henry Wyatt, B.A. Charles Harwood Hodges, B.A. Paul Henry Herman, B.A. LeRoy Jenkins Fairbanks, B.S. Louis Baer, B.S. OHcar Kemp Tolley, B.S. George Bryson Glrault, B.S. Charles C. Herman, B.S. William Jacob Shartzer, B.S. Walton Hopkins, B.S., M.D. Geo. Richard Roberts, B.A., M.A. Edgar Clarke l!'ontaine, B.A., M.A. Malcolm M. Worthington, B.A. John l'. Briscoe, Jr., B.A., M.D. John Gloyd Wells, B.A. George Franklin Wisner, B.S. Vernon S. Beachley, B.A., M.A. Mallory L. Burroughs, B.A. Irwin B. Somerville, B.A. Edward R. Padgett, B.A. Burton Wilson, B.A. Harry W. Masenheimer, B.A., M.A., M.D. John F. Mudd, B.A. John W. Wilmer, B.A. John M. J. Hodges, B.A. George W. Wilson, B.A. Gordon E. Riggin, B.A. John Chester Stick, B.A. Edward R. Turner, B.A. Harry R. Dougherty, B.A. Those marked with an ( •) are dead. Clarence A. McBride, B.A. Arthur 'IV. Harris, B.A. Beuj. Du·1all Chambers, B.A., M.A. Cullom Holmes Ferrell, B.A. John Howard Fox, B.A. Harrison Rogers Gore, B.A. Samuel Roland Hopkins, B.A. J. Harrison Caulk Kemp, Jr., B.A. Morral Keith Neville, B.A. J·oseph Ransom Pennell, B.A. Merritt Gale Rasin, B.A. Armine Ways Smith, B.A. Duncan Cameron Walton, B.A., M.D. Jno. Wm. Harrison Willing, B.A. John Vincent .Jamison, Jr., B.S. Henry Lynwood Ruland, B.S. John Abel Tarbert, B.S. Arthur Bond Cecil, B.S., ll!I.D. John Martin Green, B.S. Bernard Moss Carter, B.S. 1906. Marcel Selby Keene, B.A. Henry Francis Sturdy, B.A. Edward Talbott Clark, B.A. Herbert Clarence Fooks, B.A. Emmett Earl Hearn, B.A. Richard Herman Hodgson, B.A.. Alfred H:onston, B.A., M.A . Amos Francis Hutchins, B.A. Charles Francis Lloyd, B.A. James LeRoy Mccardell, B.A. William P. C. Morris, B.A. Elmer Griffith Parsley, B. A. James Htmtly Sinclair, B.A. Arthur DeThalma Valk, B.A., M.A. Pere Wilmer, B.A. William D. Wrightson, B.A. Charles Edward Chance, B.S. William Palouse Cutler, B.S. Samuel James Hohberger, B.S. Andrew Park Kelly, B.S., M.A. Ernest M. Linthicum, B.S. Robert Alfred Rouse, B.A. John Bloodgood Wells, B.S. 1907. Edgar Henry McBride, B.A. Benjamin Hance, B.A. Charles Ernest Tilghman, B.A. Asher Richardson Smith, B.A. John Collinson, Jr., B.A. Norman Alphonso Belt, B.A. Everette LeRoy Bowen, B.A. Francis Bernard Gwynn, B.A. •Alton Lindolph Arnold, B.A. A. Contee Thompson, B.A., M.A. Howard Thomas Ruhl, B.A. Robert Anderson, Jr., B.A. �': i f 76 CIRCULAR OF ST. JOHN'S COLLEGE. LIST OF GRADUATES-CONTINUED. J. Percy Pinkerton, B.A. Walter Griffin Mudd, B.A. C. Henry Ruhl, B.A. Alexander McCully Stevens, B.A. Herbert Douglas Taylor, B.A. Raoul J. Ruz y Poey, B.A. Harry Eugene Wilson, B.A. Marcello Worthington Bordley, B.A. Peter George Zouck, B.A. George Donald Riley, B.A. Roy MessiC-"- Jones, B.S. John Moore Thompson, B.A. John Frederick Koenig, B.S. William F. Childs, Jr., B.S. 1911. Eli Elmer Bennett, B.S. John Triplett Harrison, B.S. L. Claude Bailey, B.A. William August Strohm, B.S. Rowland K. Adams, B.A. Irving Patterson Kane, B.S. E. Stanley Bowlus, B.A. Cuthbert Clement Ce.thee.rt, B.S. J, Foster Davis, B.A. Lee Isaac Hecht, B.S. S. Carl Drake, B.A. Hugh Aubrey Coulbourn, B.S. Henry Lee Johnson, B.A. Eugene Webster Magruder, B.S. Clifford L. Johnson, B.A. Robert Currier Brady, B.S. William L. Koontz, B.A. J. ;Eccleston Marsh, B.A. 1908. John L. Morris, B.A. Charles H. Schuster, B.A. Robert Graham Moss, B.A. George L. Miller, B.A. Eugene M. Owen, B.A. John Ira Burton, B.A. Thomas Parran, Jr., B.A. Allan C. McBride, B.A. Emerson Bryan Roberts, B.A., M.A. William E. He.uver, B.A. George E. J:tullman, B.A. Charles Raymond Halbert, B.A. William Stanley, B.A. Francis Lightfoot Lee Harrell, B.A. William Roland Vansant, B.S. Wilfred H. Townshend, B.A. 1912. Arthur Gartrell, B.A. Benjamin Michaelson, B.A. Waller Bailey, B.A., M.A. John Arthur Brashears, B.A. George M. Austin, B.A. Clarence L. Dickinson, B.A. William Neill, Jr., B.A. Charles G. Haslup, B.A. 'Pratt D. Phillips, B.A. Herman R. Holljes, B.A. .J. Graham Shannahan, B.A. Robert S. Hopkins, B.A. Harold Hardinge, Jr., B.A. Spencer D. Hopkins, B.A. !Frank Ernest Caulk, B.A. Jack Me.son Hundley, B.A. Alfred C. Quimby, B.A. Wilhelm Lentz, B.A. >'Frank Henry Gauss, B.A. Frederick A. Miller, B.A. ·Newell F. McDorman, B.S. Louis E. Payne, B.A. Upton Heath Tarbert, B.S. C. Holland Riggin, B.A. Marvin A. Melson, B.S. Raymond E. Staley, B.A. ·Howe.rd Lee Cecil, B.S. A: Everett Willie.ms, B.A .. Richard Francis Stone, B.S. George L. Winslow, B.A. <Jlarence H. Cordrey, B.S. S. Roland White, Jr., B.A. 1909. Mark Victor Ziegler, B.A. Philip Langdon Alger, B.S. Allen H. St. Clair, B.A. William J. Jones, B.S. Lloyd Chester Bartgis, B.A. Kenneth E. Wilson, B.S. John Irvin Dawson, B.A. Arthur Rufus Laney, B.A. 1913. Harrison McAlpine, B.A. Calv~rt Magruder, B.A. Edwin Warfield, Jr., B.A. Edgar T. Fell, B.A. Charles Luther Weaver, B.A. Philander B. Briscoe, B.A. William Be.relay Ennis, B.S. D. Earl Campbell, B.A. Robert Elmer Jones, B.S. William G. Catlin, B.A. Albert Knox Starlings, B.S. Earl LeV. Crum, B.A. Clarence Trevett Johnson, B.S. W. Stewart Fitzgerald, B.A. Joseph Alex. Kendrick, B.S. Herman A. Gailey, B.A. 1910. Robert V. Hoffman, B.A. E. Lamar Hoke. B.A. Webster- S. Blades, B.A. Earl S. Lewis, B.A. Harry F. Warrenfeltz, B.A. Frederick S. Matthews, B.A. W. Linden Allen, B.A. Luther B. Miller, B.A. William P. Anderson, B.A. Ira Edgar Ryder, B.A. Clark F. Brown, B.A. Robert A. Tennant, B.A. Cleveland Dean, B.A. Nial F. Twigg, B.A. Roscoe R. Grove, B.A. George W. Gering, B.S. Russell P. Hartle, B.A. Frederick H. Hennighausen, B.S. Edgar R. Hauver, B.A. Asa Willard Joyce, B.S. Robert M. Heine, B.A. George W. Schultz, B.S. Leonard E. Kolmer. B.A, Paul N. Starlings, B.S.M.E. John F. Lutz, B.A. Harold Andrt!'w, B.S.C.E. Thomas B. R. Mudd, B.A. .. ,I I ' CIRCULAR OF ST. JOHN'S COLLEGE. 77 . HONORARY DEGREES. <4'. I 1830. *Charles Cummings, D.D. •Theodorick Bland, LL.D. "Sylvanus Thayer, U. S. Army, LL.D. 1869. *Thomas S. Alexander, LL.D. •John V. L. McMahon, LL.D. *Rev. Samuel F. Shute, D.D. 1836. •Rev. Henry Elwell, M.A. •Rev. David F. Shaeffer, D.D. 1839. •Rev. Joseph Wolf, D.D. I .., I 1872. *Isaac Nevett Steele, LL.D. Dennis W. Mullan, U. S. N., M.A. 1840. •Rev. George F. Worthington, M.A. •Edward Hazen, M.i\.. I 1871. 0Hon. Richard J. Bowie, LL.D. *Hon. James L. Bartol, LL.D. *N. H. Morison, LL.D. *Rev. Benjamin B. Griswold, I;>.D. •J. Grattan Hagner, M.A. *William E. Thompson, M.A. *Dr. Thomas Welsh, M.A. 1873. *Dr. Ninian Pinkney, U. S. N., LL.D. *Rev. Julius M. Dashiell, D.D. 1841. •Right Rev. George -Doane, LL.D. 1874. Prof. W. LeRoy Broun, LL.D. •Hon. David Davis, LL.D. James M. Garnett, LL.D. *Rt. Rev. T. U. Dudley, D.D. *Rev. J. Trapnell, D.D. 1834. *Nathan C. Brooks, M.A. Washington 1844. •John Tayloe Lomax, LL.D. 1850. •Rev. Gordon Winslow, D.D. *Rev. Edward J. Stearns, D.D. 185.2. *Dr. William Sands, M.A. •Dr. William w. Duvall, M.A. •Dr. Marius Duvall, M.A. 1855. *Right Rev. William Pinkney, D.D. 1875. *Hon. Geo. William Brown, LL.D. •Rev. Theodore P. Barber, LL.D. 1876. •Daniel C. · Gilman, LL.D. *Rev. J. Pinkney Hammond, D.D. 1877. •Prof. Hiram Corson, LL.D. 1856. *Rev. Peter Van Pelt, D.D. •Rev. Edwin M. Van Deusen, D.D. •Rev. James A. McKenny, D.D. •·I , I I ~ 1859. •Hon. Roger Brooke Taney, LL.D. *Right Rev. William Rollinson Whittingham, LL.D. 1860. •William Cha.uvenet, LL.D. 1868. •Hon. Reverdy Johnson, LL.D. Those marked with an ( •) are dead. Those marked with an ( •) are dead. .'!. 1878. Teackle Wallis, LL.D. Rev. S. V. Leech, D.D. •Rev. Samuel H. Gordon, D.D. •s. 1879. Hon. A. B. Hagner, LL.D. 1880. •Rev. Thomas S. Ba.con, D.D. 1884. •H. T. Welles Bartley, LL.D. 1886. Jay M. Whitham, M.A. Rev. Alex. C. McCabe, M.A. �I I r 78 ·' f. CIRCULAR OF ST. JOHN'S COLLEGE. CIRCULAR OF ST. JOHN'S COLLEGE. HONORARY DEGREES-CONTINUED. 1887. Rev. Alex. C. McCabe, Ph.D. 1888. *Frederick A. P. Barnard, Ph.D. Richard White, M.A. Wm. B. Harlan, M.A. Somerville P. Tuck, M.A. W. J. Dawkins, M.A. 1889. *Rev. John McDowell Leavitt, LL.D. Thomas Fell, Ph.D. *Robert Brooke Dashiell, M.A. *Rev. W. Scott Southgate, .u.D. Rev. C. S. Baker, D.D. Rev. Randolph Lowrie, D.D. Rev. William C. Winslow, D.S. 1890. Rev. Leighton Parks, M.A. Edward J. Clarke, M.A. •Rev. Theodore C. l.Tambrall, D.D. *Rev. R. H. Williams, D.D. Hon. Jas. Wilton Brooks, LL.D. 1891. Rev. Emerson Pierce Roberts, M.A. Rev. C. Ernest Smith, M.A. Rev. Wilbur F. Corkran, D.D. *Rev. George A. Leakln, D.D. Right Rev. Cleland K. Nelson, D.D. Rev. John Poysal Hyde, LL.D. 1892. Rev. Leighton Parks, D.D. Rev. Samuel F. Morris, D.D. 1893. Rev. Wm. M. Dame, D.D. Rev. W. Wells Wolfe Wilson, D.D. Rev. Henry H. Clark, D.D. Edward Flint Brown, LL.D. 1894. Rev. John H. Howard, D.D. Rev. Laurence B. Thomas, D.D. Rev. Edmund L. Ho1l'ecker, D.D. Rev. Percy Thomas Fenn, D.D. Rev. Edward C. Macnichol, D.D. *Rev. F. W. Tremlett, D.D. Rev. John Hammond, LL.D. Hon. Henry D. Harlan, LL.D. •Hon. Jno. M. Robinson, LL.D. *Hon. Jas. Revell, LL.D. Hon. Somerville P. Tuck, LL.D. Rev. Wm. Bayard Hale, M.A. Rev. Stuart Crockett, M.A. Robert H. Noble, M.A. •Prof. Henri Marlon, M.A. Those marked with an ( •) are dead. 1895. *Rev. James C. Kerr, D.D. Rev. W. L. McDowell, D.D. Rev. Charles Pickells, D.D. *Rev. J. W. Mcilvaine, D.D. Rev. Wyllys Rede, D.D. Provost T. I. Ball, LL.D. Rev. Ralph Williams, LL.D. W. A. Duvall, M.A. 1896. Rt. Rev. W. Forbes Adams, D.D. Rev. Thomas A. Potts, D.D. Rev. C. Ernest Smith, D.D. Rev. A. B. Richardson, D.D. *Rev. F. M. Munson, LL.D. Rev. W. Bayard Hale, LL.D. *Thomas Jay Hudson, LL.D. 1897. Rev. John B. Blanchet, D.D. Rev. Frederick W. Clampett, D.D. *Rev. Alfred L. Royce, D.D. •Calderon Carlisle, LL.D. Rev. George H. R. Fletcher, LL.D. *Rev. Thomas P. Hughes, LL.D. Rev. Rev. Rev. Rev. Rev. Rev. Rev. Rev. Rev. 1898. Charles C. Pierce, D.D. John A. Gutteridge, D.D. Charles W. Baldwin, D.D. Edward 0. Flagg, LL.D. 1899. R. Irving Watkins, D.D. Hugh L. Elderdlce, D.D. George C. Hall, D.D. Clarence T. Wilson, D.D. William Thomas Way, M.A. 1900. Rev. Eugene A. Noble, D.D. Rev. Theodore A. O'Brien, D.D. Rev. Morgan Read, D.D. *Rev. Osborne Ingle, D.D. Stev. Archer Williams, LL.D. *Joshua W. Hering, LL.D. Rev. Henry Lewis Myrick, LL.D. Edwin Higgins, M.A. Henry F. R. Snyder, M.A. 1901. Rev. Ralph W. Kenyon, D.D. Rev. W. W. Van .Arsdale, D.D. Archdeacon T. H. M. Villiers Appleby, LL.D. Rev. Charles Callow, M.A. Rev. William Fitz-Simon, M.A. Rev. Thomas H. Russell, B.D. 1902. Rev. Clinton T. Wyatt, D.D. Rev. George F. Breed, D.D. Rev. Cyrus T. Brady, LL.D. Rev. S. D. Townshend, LL.D. *B. Lawton Wiggins, LL.D. 79 HONORARY DEGREES-CONTINUED. 1903. Rev. William S. S. Atmore, D.D. •Hon. William Pinkney Whyte, LL.D. *Hon. James McSherry, LL.D. Francis LeRoy Satterlee, Jr., M.A. 1904. •Hon. Richard H. Alvey, LL.D. Hon. Jas. A. Pearce, LL.D. •Hon. S. D. Schmucker, LL.D. James W. Cain, LL.D. Franklin B. Dowd, M,A. 1905. Allen S. Will, M.A. Rev. Arthur Chilton Powell, D.D. Right Rev. J. H. Darlington, LL.D. John C. Hemmeter, LL.D. Rear-Admiral W. H. Brownson, U. S. N., LL.D. 1906. George Milton Linthicum, M.A. Rev. James H. McGuinness, D.D. *Hon. Isidor Rayner, LL.D. Rev. Re'.11'. Rev. "Hon. John 1907. Talliaferro F. Caskey, D.D. John McElmoyle, D.D. Robert M. Moore, D.D. John Wirt Randall, LL.D. Hayes Hammond, LL.D. 1908. Frederick J. von Schwerdtner, M.A. Rt. Rev. Chas. Sumner Burch, D.D. Rev. Frederick J. Keech, D.D. Rev. Edward T. Lawrence, D.D. Rev. Arthur Howard Noll, LL.D. 1909. Samliel Maddox, M.A. Clarence w. Stryker, M.A. Edward Julius Clarke, L.H.D. Eugene M. Hayes, L.H.D. Byron Vernon Cecil, D.Sc. Francis LeRoy Satterlee, D.Sc. ·•Thomas John Morris, LL.D. •James T. Woodward, LL.D. Francis Lynde Stetson, LL.D. William Barclay Parsons, LL.D. Those marked with an ( •) are dead. Randolph Winslow, M.D., LL.D. Rev. Daniel Harwood Martin, D.D. Rev. Edward Barnes Niver, D.D. Rt. Rev. John G. Murray, D.D. 1910. Rev. C. L. Hubbard, M.A. Henry Lee Smith, M.D., M.A. *William J. Gaynor, LL.D. Marcus BenJamin, LL.D. Rev. Robert Kerr Stephenson, D.D. Rev. George S. Bell, D.D. Rev. George W. Dame, D.D. Rev. C. T. Blanchet, D.D. 1911. *Eugene Lee Crutchfield, M.A. Rev. Frederick Gardiner, L.H.D. Francis Horace Vizetelly, LL.D. Herbert Noble, LL.D. N. Charles Burke. LL.D. Henry Stockbridge, LL.D. Rev. William E. Bird, D.D. Rev. George P. Jones, D.D. Rev. Joseph Patton Mccomas, D.!J. Rev. Robert S. Coupland, D.D. 1912. Rev. Otis H. Draper, M.A. Charles W. Duval, M.A. Rev. W. J. J. Cornelius, M.A. A. D. F. Hamlin, L.H.D. Wilbur F. Smith, L.H.D. J. A. Nydegger, Sc.D. Thos. E. Satterthwaite, Sc.D. Allen S. Will, LL.D. Hon. W. L. Marbury, LL.D. Hon. J. P. Gorter, LL.D. Rev. J. H. Nelms, D.D. Rev. F. G. Porter, D.D. Rev. Van P. Northrop, D.D. Rev. A. J. Gill, D.D. 1913. Philemon H. Tuck, LL.D. Hon. Theodore E. Burton, LL.D. Elihu S. Riley, L.H.D. Rev. Walter Archbold, D.D. Rev. Alexander Blelaski, D.D. �;, l 80 CIOOULAR OF ST. JOHN'S COLLEGE. CIRCULAR OF ST. JOHN'S COLLEGE. NAME. RESIDENCE. DANIEL EUGENll WALSH .••Latin Scientific Course ... Westminster, Md. CHAUNCEY VICTOR WILSON Civil Engineering Course .. Nottingham, Pa. OL!VER WINSLOW ..••••••• Scientific Course ........... Baltimore, Md. WM. RANDOLPH WOODWARD Latin Scientific Course ..... Annapolis, Md. REGISTER OF STUDENTS DURING THE COLLEGE YEAR 1913-14. JUNIORS-19. SENIOR CLASS. NAME. RESIDENCE. GODFREY CHILD .•...•.•.. Latin Scientific Course, Pocomoke City, Md. RoBT. LINCOLN CHRISTIAN •. Latin Scientific Cours'e ... Ellicott City, Md. GEORGE EWELL DRYDEN ..• Latin Scientific Course ..... Snow Hill, Md. ROYAL LEE HOBBS .•....••Latin Scientific Course ... Reisterstown, Md. JOHN W. HOLMAN .....•. Latin Scientific Course .... Friendsville, Md. Lucius Q. C. LAMAR ..... Latin Scientific Course ...... Rockville, Md. WM. DOVE NOBLE ....... Latin Scientific Course ........ Preston, Md. S. lllDAURICE PmLLiPs ...•. Latin Scientific Course ....... Quantico, Md. HARRY L. REEDER ........ Civil Engineering Course ....... Butler, Pa. D. EARLE SMITH •••••..•• Latin Scientific Course ......... Hoyes, Md. RoBERT S. G. WELCH ..... Latin Scientific Course ..... Annapolis, Md. ERNEST LEE YOST ........ Latin Scientific Course .. Fairmount, W. Va. SOPHOMORE CLASS. SENIORS-12. JUNIOR CLASS. NAME. , RESIDENCE. WILLIAM R. BOWLUS ..... Latin Scientific Course .... Middletown, Md. HENRY DEVRIES CASS.A.RD ..Latin Scientific Course .... Woodstock, Md. B. MILTON CECIL ......... Latin Scientific Course ...... Highland, Md. JOHN E. DEBUTTS ......• Civil Engineering Course.. Roland Park, Md. JOHN L. DEMARCO ......... Mechanical Eng. Course .... Baltimore, Md. FRANCIS A. HAUSE ....... Mechanical Enginering Course... Marsh, Pa. HERBERT JUMP ........... Latin Scientific Course ....... Cordova, Md. G. ENFIELD MCNUTT •••••. Scientific Course ............ Berkeley, Md. WILBERT LACY MERRIKEN. . Latin Scientific Course .. Federalsburg, Md. CHARLES BROWN MOWBRAY .. Latin Scientific Course... Federalsburg, Md. WALTON R. NELSON ...... Latin Scientific Course ....... Hebron, Md. WILMER STANLEY PHILLIPS. Latin Scientific Course.... Whitehaven, Md. ROBERT REID RITCHIE ..... Civil Engineering Conrse .. Lonaconing, Md. JOHN E. SELBY .......... Latin Scientific Course .... Cheltenham, Md. Roy P. SMITH ........... Latin Scientific Course ........ Towson, Md. 81 • \1 I I I I .I NAME. RESIDENCE. HARRY JAMES ANDREW ... Latin Scientific Course ......Baltimore, Md. FRED BIEL.A.SKI ............ Scientific Course ........... Annapolis, Md. T. EUGENE BOURKE ...... Latin Scientific Course ...... Robinson, MJd. JAMES BROWN BRASHEARS. Latin Scientific Course ..... Annapolis, Md. JosE CAMINERO Ruiz ... ·.·Civil Engineering Course .... Havana, Cuba. CHARLES PEARL CASHELL . Latin Scientific Course .... Brookeville, Md. LEA A. DARLEY ............ Scientific Course ............ Baltimore, Md. HENRY LAURAN DARNER ... Latin Scientific' Course .... Hagerstown, Md. CLAGGETT c. DORSEY ....... Latin Scientific Course .... Brookeville, Md. JAMES T. DUKE ......... Scientific Course ........... Morganza, Md. LORRAINE D. FIELDS ....... Scientific Course ........... Pikesville, Md. EMERSON c. HARRINGTON ••. Latin Scientific Course..... Cambridge, Md. Cah.r.Es L. HARTSOCK ..... Latin -Scientific Course .... Cumberland, Md. CHARLES T. HAUVER ...... Latin Scientific Course ..... Myersville, Md. IRVIN HEISE .............. Scientific Course·... , ·'· ..... Baltimore, Md. THOMAS CHATTLE HOPKINS Latin Scientific Course ..... Annapolis, Md. F. WESTON HYDE ........ Latin Scientific Course .. Washington, D. C. J. PIERCE JEWELL ....... Latin Scientific Course ..... Annapolis, Md. RoBERT OTIS JONES ...... Latin Scientific Course ......Baltimore, Md. THOMAS WATKINS LIGON . Latin Scientific Course .... Ellicott City, Md. ,HowARD B. MATTHEW'S .....Latin Scientific Course .... Cambridge, Md. GABRIEL T. MACKENZIE .... Scientific Course ......... Hagerstown, Md. JAMES C. MILLER : ....... Civil Engineering Course ....Baltimore, Md. ORVILLE MONROE MOORE .. Mech. Eng. Course ... Mt. Washington, Md. JACOB MYERS PEARCE ..... Scientific Course ............ Monkton, Md. HARRY J. SELBY ......... Latin Scientific Course ......... Ivory, Md. FRANK H. THOMPSON ...... Latin Scientific Course ...... Annapolis, Md. SOPHOMORES-27. �T 82 CIOOULA.R OF ST. JOHN'S COLLEGE. FRESH:MJAN CLASS. j I !l NAME. RESIDENCE. RALPH GREGORY BEACHLEY . .Scientific Course .......... Hagerstown, Md. HE:t·HtY JOACHI:\1 BOETTCHER Scientific Course.' ......... Annapolis, Md. H. HUBERT BOWERS ....... Civil Engineering Course .... Frederick, Md. GROVER CLEVELAND BRADY .. Civil Engineering Course .... Baltimore, Md. GALLOWAY G. CHESTON ..... Mechanical Eng. Course .... Annapolis, Md. WALTER R. CURFMAN~ ...•..T..atin .Scientific Course .... Liberlytown, Md. w. BROWNLEY DAVIS .......Civil Eng. Course ........... Baltimore, Md.· GEORGE DAVIDSON .......... Latin Scientific Course .. St. Margaret's, Md. DUNLEVY 0. DOWNS ....... Latin Scientific Course ..... Annapolis, Md. OSCAR EICHHORN .......... Latin ·Scientific Course .... Lonaconing, Md. JOHN CORRY FELL ......... Scientific Ceurse ........... Annapolis, Md. HERBERT FORESHAW ....... Scientific Course .........Roland Park, Md. ALI,EN LESTER FOWLER .....Latin Scientific Course ..... Annapolis, Mil. SA.l!WEL WEBLEY FREENY ... Latin Scientific Course ........ Hebron, Md. PHILLIPS L. GOLDSBOROUGH. Latin Scientific Course ..... Cambridge, Md. HENRY STRAYER GORDY .... La tin Scientific Course ...... Mappsville, Va. DAVID PORTER GUEST ....... Scientific Course .............Richmond, Va. JOHN F. HANSON .......... Latin Scientific Course ......Baltimore, Md. JOSEPH R. HARP ........... Scierutific Course ........... Myersville, Md. WILLIAM H. HARRISON .....Latin Scientific Course ... Middle River, Md. JOSEPH D. HUNGERFORD ...• Latin Scientific Course .. Marshall Hall, Md. JOHN W. HYDE ............Scientific Course ......... Washington, D. C. CECIL CAREY JARMAN ...... Latin Scientific Course .... Chestertown, Md. ALBERT H. JOHNSON ....... Scientific Course ..•........... Bel Air, Md. CARL R. LANGHAMMER ..... Scientific Course ........... Baltimore, Md. STANLEY EUGENE LITTLE ... Scientific Course ........•. Hagerstown, Md. ROBERT H. MADDON ........ Scientific Coiirse ........ Princess Anne, Md. EDWARD McKINLEY ...•..•. Classical Course ..........Philadelphia, Pa. E. F. NICKERSON .........• Latin ·Scientific Ooure .. J:lavre .de Grace, Md. JOHN WESLEY NOBLE..•.•.. Latin Scientific Comee ........ Preston, Md. HIRA~ F. PLUMMER ....... Scientific Course ........... Portsmouth, Va. PAUL LANKIN POWLES ..... Classical Course .......... Hagerstown, Md. WILLIAM HAWKES PRICE ... Latin Scientific Course ...... Snow Hill, Md. JOHN THOMAS SADLER ..... Scientific Course ......... Cockeysville, Md. JOHN .SOMERVILLE ......... Latin Scientific Course .... LonllJOOning, Md. RIDGELY PATTERSON .STIER .. Latin Scientific Course ...... Perryman, Md. EVERETT S. ·STILLE •........ Latin Scientific Course ..... Baltimore, Md. JOHN MURDOCH STORM ..... Latin Scientific Course ..... Boonsboro, Md. !Rs BRYANT TALTON .....•. Scientific Course ....... Pocomoke City, Md. WILLIAM TARBUTTON ....... Latin Scientific Course ...... Crumpton, Md. JAMES G. THARP .......... Latin Scientific Course~ ........ Easton, Md. Guy DOUGLAS THOMPSON ..• Latin Scientific Course ..... Annapolis, Md. HENRY LAWRENCE v ALDES .. Scientific Course ......•...... Havana, Cuba ~ I CIRCULAR OF ST. JOHN'S COLLEGE. 83 FRESHMAN CLASS-( Continued). ERNEST VON .ScHWERDTNER. Latin Scientific Course ..... Annapolis, Md.. EDGAR B. WACHTER ........ Latin Scientific Course .... Sabillasville, Md. BURNS HARGETTE WATERS .. Latin Scientific Course ......Baltimore, Md. GEORGE NOAH WEAVER ..... Latin Scientific Course ...... Auburn, N. Y. DAVID WEINBURG .......... Scientific Course .......... Lonaconing, Md. ABRAHAM W. WILLIAMS •... Latin Scientific Course, Prince Fred'ck, Md. NICHOLAS D. WOODWARD ... Latin Scientific Course ..... Annapolis, Md. WM. HARMONG LAMAR ..... Latin Scientific Course....... Rockville, Md. FRESHMEN-51. SPECIAL COURSK LANG W. ANDERSON .................................... Donora, s. c. STEPHEN T. BAILEY ................................... .Salisbury, MJd. J. SHELTON BOWEN ............................ Prince Frederick, Md. PAUL CHANEY ....................................... Annapolis, Md. R. HAMMOND ELLIOTT ................................ Anuapolis, Md. WILLIAM CARVEL HALL .................. : ............ Annapolis, Md. FEND.A.LL MARBURY ................................... Baltimore, Md. LUTHER T. MILES, JR ............................ Marion Station, Md. PmLIP K. MOISAN .......................•........... Baltimore, Md. AGUSTINE MUJICA ..................................... Juncos, P. R. PHILIP WELCH ....................................... Annapolis, Md. ROBERT M. WHITMYER ............................... New York, N. Y. CLARENCE EUGENE WOMBLE ............... : ........... : . Norfolk, Va. SPECIAL STUDENTS-13. REC.A.PI'TUL.ATION OF STUDENTS. Maryland . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Pennsylvania . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . .• . . . . . . . . . . . . . . . 4 Virginia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 New York.................................................... 2 District ·of Columbia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 West Virginia ................ 1. • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 1 South Carolina .................................•.... ·. . . . . . . . . 1 Cuba . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 PortQ Rica . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Total................................................... 122 l I �84 CIRCULAR OF ST. JOHN'S COLLEGE. CIRCULAR OF ST. JOHN'S COLLEGE. 85 DEGREES IN COURSE. DEGREES CONFERRED AND CERTIFICATES OF DISTINCTION AW'.ARDED ON MASTER OF ARTS. COMMENCEMENT DAY, JUNE 19, 1912. NATHAN WINSLOW .......................... B.A. (1900) WALTER BAILEY ............................ B.A. (1908) EMERSON B. RoBERTS ....................... B.A. (1911) GRADUATE DEGREES. HONORARY DEGREES. BACHELOR OF ARTS. I II .I I CALVERT MAGRUDER (First Honor) ..................... Annapolis, Md. EDGAR TREMLETT FELL (.Seoond Honor) ................ Annapolis, Md. PHILANDER BOWEN BRISCOE ................ ., .... Prince Frederiek, Md. DANIEL EARL CAMPBELL .............................. Baltimore, Md. WILLIAM G~VILLE CATLIN .......................... Whitehaven, Md. EARL LEVERNE CRUM ............................•....... Athens, Pa. WILLIAM STEWART FITZGERALD ..................... Priineea Anne, Md. HERMAN ANDERSON GAILEY .............................. Cardiff, Md. RoBERT VAL HOFFMAN ...............................Hagerstown, Md. EDWARD LAMAR HOKE ................................ Frederiek, Md. EARL SMELTZ LEWIS ................................. Frostburg, Md. FREDERICK STONE MATTHEWS .......................... La Plata, Md. LUTHER BONNET MILLER ..............•............... Baltimore, Md. IRA EDGAR RYDER .................................. Jaeksonville, Fla. RoBERT ALEXANDER TENNANT ........................... Midland, Md. NIAL FRANKLIN TWIGG .............................. Cumberland, Md. BACHELOR OF SCIENOE. GEORGE WASHINGTON GERING ........................ IIl!diam Head, FREDERICK HERMAN HENNIGHAUSEN .................... Baltimore, ASA WILLARD JOYCE ................................. ·.Annapolis, GEORGE WALTER SCHULTZ ............................. Annapolis, Md. Md. Md. Md. BACHELOR OF SCIENCE IN MECHANICAL ENGINEERING. PAUL NUTWELL STARLINGS ............................ Annapolis, Md. BACHELOR OF SCIENCE IN CIVIL ENGINEERING. HARoLD ANDREW ........................................ Denton, Md. · DOCTOR OF LAWS. PHILEMON H. TUCK, M.A., LL.B ....................... Baltimore, Md. THEODORE E. BURTON, M.A., LL.D .................... Cleveland, Ohio DOCTOR OF LETTERS. ELIHU S. RILEY ...................................... Annapolis, Md. DOCTOR OF DIVINITY. REV. WALTER ARoHBOLD ............................. North East, Pa. REV. ALExANiDER BIELASKI ............................ ~nnapolis, Md. �. 86 CIRCULAR OF ·ST. JOHN'S COLLEGE. .CIRCULAR OF ST. JOHN'S COLLEGE. GRADE CERTIFICATES. ! 1 i. PRIZES. SENIOR CLASS. Gold Medal by Board of Visitors and Governors for Highest Standing in Class: CALVERT MAGRUDER ....................•............•. Annapolis, Md. CALVERT MAGRUDER. EARL LEV. ORUM. Prise of $25.00 offered by the Alumni Association of St. John's College to the Senior Class for the best Original Oration: CALVERT MAGRUDER ................••..•..•........... Annapolis, :M:d. E. T. FELL .............•.....•...•..•...•........... Annapolis, Md. STAR SECONI> GRADE. EARL S. LEW'IS. !: I I I A. WILLARD JOYCE. GEORGE W. SCHULTZ. SECOND GRADE. President's Medal for Oratory to Members of the Junior Clas&: GODFREY CHILD ...............................•.. Pocomoke City, Md. W. STEWART FITZGERAL». EDGAR T. FELL. RoBERT V. HOFFMAN. R. ALEXANDER TENNANT. GEORGE W. GERING. DANIEL E. CAMPBELL. liARoLD ANDREW. FREDERICK H. HENNIGHAUSEN. E. LA.MAR HOKE. NIAL F. TWIGG. PAUL N. STARLINGS. President's Prise for Erooellenoe in Bible Study. CHARLES w. MOWBRAY .............................. Federalsburg, Md. President's Medal for Oratory to Members of the Junior Class. JUNIOR CLASS. R. V. HOFFMAN ...................................... Hagerstown, Md. 0. M. MOORE ......................•............ Mt. Washington, Md. FIRST GRADE. Philo Sherman Bennett Prise: J. P. JACOBS ....•................................... Millington, Md. . . GODFREY CHILD. WILLIAM D. NOBLE. WALTER W. WARNER. HARltY L. REEDER . STAR SECOND GRADE. RoYAL L. HOBBS. ERNEST L. YOST. D. EARL SMITH. SECOND GRADE. JOHN W. HoLMAN. LUCIUS Q. C. LA.MAB.. S. MAURICE PHILLIPS. RoBERT L. CHRISTIAN. �CIRCULAR OF ST. JOHN'S COLLEGE. 88 89 CIROULAR OF ST. JOHN'S COLLEGE. SOPHOMORE CLASS. HONORABLE MENTION. FIRST GRADE. S'tudents who have made 4.50 or above in these subjects. CRAB.LES B. MOWBRAY. WALTON R. NELSON. STAR SECOND GRADE. RoBERT R. RITCHIE. C. VICTOR WILSON. HERBERT JUMP. DANIEL E. W .ALSH. SECOND GRADE. HOWARD B. MATTHEWS. JOHN L. DEMARCO. HENRY D. CASSARD. FRANCIS A. HAUSE, FRESHMAN CLASS. FIRST GRADE. R. OTIS JONES. STAR SECOND GRADE. SENIOR CLASS. HAROLD ANDREW ........ Military Science, Hydraulics, Highway Engineering, Machine Design. D. E. CAMPBELL ........ Ethics, English, Sociology. EARL LEV. CRUM ....... Greek, Latin, English, Military Science, Spanish. EDGAR T. FELL ......... Latin, Law, Milit·ary Science, Greek, Ethics, Oratory, German, French, Oollegian. W. S. FITZGERALD .......Law, Military Science, Ethics, Latin, French. HERMAN A. GAILEY ..... English, Drawing, Spanish. G. W. GERING .......... Law, Military Science, Oratory, Physics, English, Drawing, Collegian. F. H. HENNIGHAUSEN ... Spanish, Law, Military •Science. R. v. HOFFMAN ........ Military Science, Ethics, Biology, French, Latin, English, Economics, Collegian. E. L. Hon ............ Economics, Ethics, English, History. A. W. JOYCE ........... Law, Military Science, Chemistry. E. ,S, LEWIS ............MHitary Science, Oratory, Surveying, English. CALVERT MAGRUDER ......Law, Military .Science, Ethics, Oratory, English, French, Latin, Economics, Collegian. G. W. SCHULTZ ......... Chemistry, Ethics. P. N. STARLINGS ........ English. R. A. TENNANT ......... Spanish, English, Economics, Collegian, Biology. N. F. TWIGG ........... English, Biology. EMERSON C. HARRINGTON, JR. SECOND GRADE. JUNIOR CLASS. THOM.AS W. LIGON. HARRY J. SELBY. JACOB M. PEARCE. GoDFB.EY CHILD ......... Physics, Economics, Military :Science, Logfo, Elocution, English, French, History, Chemis- try. SPECIAL CLASS. A. ARNow GLADDEN. RoBERT CHRISTIAN ...... Economics, Biology. R. J. HOBBS ........... Logic, English, Latin, Economies, History. L. Q. c. LAMAR ........• . Logic, Elocution. W, D. NOBLE ........... Economics, Military Science, French, English, Logie. �90 CIRCULAR OF ST. JOHN'S COLLEGE. S. M. PHILLIPS ......... Logic, Greek, Military Science, English. H. L. REEDER ••••••••••• Economics, Military 'Science, German, Logie, Elooution, English. D. E. SMITH ........... Logic, Physics, Economics, Laitin, History. W. W. WARNE& ........ ·.History, Physics, French, English, Law, Mili.tary .Science, Engineering, Hydraulics. E. L. YOST. . . . . . . . . . . History, Eoonomics, Biology, English. CIRCULAR OF ST. JOHN'S COLLEGE. 91 COMMENCEMENT EXERCISES, 1912. PROGRAMME. SOPHOMORE CLASS. THURSDAY, JUNE 12TH. 8.00 P. M.-Junior Oratorical Contest. H. D. CASSARD ......... Mathematics, Latin. H. B. MATTHEWS ....... Latin. C. B. MOWBJM.Y ........ Latin, English, German. W, R. NELSON ......... German, History, Eoonomics, Military Science, Latin. R. R. RITCHIE .......... English, Surveying, Descriptive Geometry, Physics, Chemistry. D. E. WALSH ........... Latin. C. V. WILSON .......... Surveying, Drawing. FBIDAY, JUN~ 13TH. 6.00 P. M.-Dress Parade. 8.00 P. M.-Dance by Phi Sigma Kappa Fraternity. SATURDAY, JUNE 14TH. 8,00 P. M.-Debate between the Philomathean and Philokalian Societies. Followed by Promenade Concel't on Front Lawn. SUNDAY, JUNE 15TH. FRESHMAN CLASS. ._, E. c. HARRINflTON ...... German. B. 0. JONES· .......... Mathematics, German, History, Latin. HERBERT JUMP ......... History, German. T. W. LIGON ........... Latin. J. M. PEA&oE .......... Mathematics.· H. J. SELBY ............ Latin, Mathematics. 11.00 A. M.-Baecalaureate ,Sermon, by Rev. Charles L. Mead, D.D., of Baltimore, Md., in First M. E. Church, Annapolis, Md. MONDAY, JUNE 16TH. 6.00 P. M.-Dress Parade. 8.00 P. M.--Senior Oratorical Contest. Dedication of Randall H:all. Addresses by Philemon H. Tuck, Esq., and by Hon. Robert Moss. TUESDAY, JUNE 17TH. 10.30 A. M.-J>reparatory 'School Commencement. Addre88 by Edward T. Clark, Esq., of Ellicott City, Md. Raising of Class Shield. 6.00 P. M.-Dress Parade. 8.00 P. M.-Fa.rewell Ball. Class 1914 to Class 1913. WEDNESDAY, JUNE 18TH. COMMENCEMENT DAY. 10.30 A. M.-Graduation Exercises. Address by Hon. Theodore E. Burton, Senator ·of Ohio. 1.00 P. M.-Luncheon in Randall Hall. �INDEX. . PAGE from College ............................................ 1~ Adm1ss10n, Terms of. . . . . . . ................................... 18-26 Alumni Association. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Athletic Association.............................................. 60 Board ............................................................ 57 Calendar for 1914-'15 ............................................. 10 Chemical Laboratory. . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Classes................. · .......................................... 80 Clubs for Boarding. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Costume, Academical. ................................... ·, . . . . . . . 29 Courses of Study-Freshmen ..................................... 33 " " " Sophomore. . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . .. . . . 33 Abse_nc~ ' I I' ,;, ''· i: l 'I l I '' " Junior ................. ~ ....................... 34 " " Senior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 " Special Pre-Medical. . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Degrees ........................................................... 28 Elective Studies ............................................... 34, 35 Encampment, Annual ............................................. 54 Examination ................................................... 26, 30 Expenses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Faculty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Faculty Adviser ............................ ' . . . . . . . . . . . . . . . . . . . . . 27 Freshmen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Government and Discipline ............ "' . . . . . . . . . . . . . . . . . . . . . . . . . 16 Graduates.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Gymnasium ..................................... ' . . . . . . . . . . . . . . . . 63 Heating of Buildings ....... _..................................... 57 Honorary Degrees. . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . . . . . 85 Honor System. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Juniors .......................................................... 80 Library .......................................................... 58 Literary Societies. . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Military Department. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . 49 Organization and Location ....................................... 11 Public Worshi"p and Y. M. C. A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Scholarships, State ...... - . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 " Collegiate (Free Tuition) ........................... 65 " Special ......................... : . . . . . . . . . . . . . . . . . . . 66 Seniors. . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Sophomores. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Students, List of. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Studies, Courses of ............................................. 33-37 Terms and Vacations ............................................ 27 Uniform ........................................................ 53 University of Maryland........... -.............................. 3-9 " " " Council. ................................... 5 " " Faculties.................................. 6-9 Visitors and Governors, Board of .............................. 12, 13 " " " Standing Committees -of ................. 14 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Circular of St. John's College Annapolis, Maryland for the Academic Year 1913-1914 and Prospectus 1914-1915 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 91 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Circular of St. John's College Annapolis, Maryland for the Academic Year 1913-1914 and Prospectus 1914-1915 Date A point or period of time associated with an event in the lifecycle of the resource 1913-1914 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available The Advertiser-Republican Description An account of the resource College catalog for the years 1913-1914 Catalog Catalogue College catalog University of Maryland https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/a6272b001120eb47e5379a812931cd9c.jpg 0dfd1994c7ccaf5ae77216281cf9d3a1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 25.5 x 20.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-1184 Title A name given to the resource Class of 1972, in Academic Robes, Seated in front of the Commencement Stage on Front Campus, Annapolis, Maryland, 1972 Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1972 Creator An entity primarily responsible for making the resource Elzey, Craig C. Subject The topic of the resource St. John's College (Annapolis, Md.). -- Students. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/b3a6f88fee1b0583c358196b67e927d8.jpg 68db6ea846bf6ebe0a64c7471c80a114 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 25.5 x 20.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-1185 Title A name given to the resource Class of 1972, in Academic Robes, Seated in front of the Commencement Stage on Front Campus, Annapolis, Maryland, 1972 Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1972 Creator An entity primarily responsible for making the resource Elzey, Craig C. Subject The topic of the resource St. John's College (Annapolis, Md.). -- Students. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/fdef6916eff4ebcaa186b5a18b27f2fe.jpg b070dab3b344ea5ac6be273bccf567b3 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 25.5 x 20.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-1186 Title A name given to the resource Class of 1972, in Academic Robes, Seated in front of the Commencement Stage on Front Campus, Annapolis, Maryland, 1972 Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1972 Creator An entity primarily responsible for making the resource Elzey, Craig C. Subject The topic of the resource St. John's College (Annapolis, Md.). -- Students. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/e18061ec94b7733332e6f8fc51811f9e.jpg 95e3ead1c628a6067fd506831b1e3987 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 25.5 x 20.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-1187 Title A name given to the resource Class of 1972, in Academic Robes, Seated in front of the Commencement Stage on Front Campus, Annapolis, Maryland, 1972 Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1972 Creator An entity primarily responsible for making the resource Elzey, Craig C. Subject The topic of the resource St. John's College (Annapolis, Md.). -- Students. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/c0ecb7065a18db1accf8ec03f4b8281d.mp3 404883500ef3b96e1dd344eb76743bea Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data CD Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:53:21 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Classics and history : historical and literary contexts in the reading of Sanskrit texts Description An account of the resource Audio recording of a lecture given on November 7, 2014 by Patrick Olivelle as part of the Dean's Lecture and Concert Series. Creator An entity primarily responsible for making the resource Olivelle, Patrick Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2014-11-07 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Sanskrit literature -- History and criticism. Language A language of the resource English Identifier An unambiguous reference to the resource within a given context 20014210 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/bfb5565cd09a5353c501c72bd4e4d060.mp3 9754bdcf9768c6593f5fdbfdd7dfb93f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data m4a Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:58:48 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Clima(c)tic Change: Twenty Million Hands and the Living, Wavering Globe Description An account of the resource Audio recording of a lecture given by tutor Llyd Wells on April 19, 2024 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "Climatic change demands of us climactic change. We have yet fully to admit it. Perhaps we never shall. Can we be serious about climate change? How? That's the core of this lecture, which will try to be serious scientifically, philosophically and literarily." Creator An entity primarily responsible for making the resource Wells, Llyd Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2024-04-19 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Climatic changes Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_WellsL_Clima(c)tic_Change_2024-04-19 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/d400f01b6f70d2cf52fe3aaa349b4938.pdf b30c4673b1f9be95f122bb769e87dc7e PDF Text Text Clima(c)tic Change: Twenty Million Hands and the Living, Wavering Globe [Mia slides] Last August, I heard an NPR discussion1 of climate change in relation to the Inflation Reduction Act, a bill designating almost $800 billion to energy security and climate change. The show’s host emphasized that, per the UN’s Intergovernmental Panel on Climate Change (the IPCC), fossil fuel usage must fall dramatically within ten years to keep Earth’s warming by 2100 below 1.5°C.2 She asked the Director of the Bureau of Land Management, Tracy Stone-Manning, “Is this process that we’re currently following going to get us there?” To my astonishment, Ms. Stone-Manning replied, “Yes. Yes is the answer.” The unequivocal answer was surprising given the BLM’s equivocal charge: as manager of federal lands, one of its responsibilities is to award oil and gas leases.3 So, somehow, partly as a result of the Inflation Reduction Act, we will as a nation, albeit a politically divided one, meet requirements to limit warming to 1.5°C while still doling out oil and gas leases and without asking our citizenry to make substantative behavioral changes. Ms. Stone-Manning’s response reminded me of the 2015 Paris Climate Accords, which the United States initially joined, before withdrawing under President Trump and re-joining under President Biden. These Accords set as their upper target 2°C of warming by 2100 and their ideal target as 1.5°C. The latter requires a 50% cut in global greenhouse gas emissions by 2030. What distressed me about the 1 The show was “1A,” hosted by Jenn White. It aired on August 12, 2023. What Ms. White actually said is this: “The United Nations Intergovernmental Panel on Climate Change has repeatedly said that the world has to phase out fossil fuels quickly to keep earth’s warming below 1.5 °C increase, which we are currently not on track to do… Time is of the essence. We have a limited amount of time – again by 2035, the UN Intergovernmental Panel says we have to phase out fossil fuels to keep the earth’s warming below that 1.5 °C increase.” Per the IPCC 6th assessment report, fossil fuel emissions need to be reduced 50% by 2030 and 100% by 2050 to limit warming to 1.5 °C by 2100. Ms. White’s imprecision is symptomatic of a broader problem: the implication that fossil fuels have to be entirely phased out by 2035 can only signify how little she has imagined the difficulty of merely reducing them by half in that time period. And, by the way, what happens after 2100? 3 An even more egregious example of such ambivalence (the word is mild) is how the United Arab Emirates, host of the 2023 United Nations Climate Change Conference (COP28), planned, per a BBC review of leaked documents, to use that conference to pursue oil and gas deals with foreign governments. But is this really surprising when the President of the COP28 happens also to be the CEO of the UAE’s giant state oil company? 2 1 �Accords, however, was that the agreed-upon means in no conceivable way could meet that goal. The modeling studies grounding the Accords clearly showed that. In fact, annual global greenhouse gas emissions are higher now than they were in 2015.4 The Accords set 2030 as their deadline for a 50% cut; over half of that time has elapsed; and we are further from that goal now than when we started (slide).5 Fundamental reasons explain why we’ve made so little progress cutting greenhouse gases, reasons which we haven’t seriously confronted politically or socially. We may think, for example, that electric cars will save us; we even call them, falsely, “emissions-free vehicles.” This falsehood epitomizes the problem. We are too comfortable imagining vehicles have no emissions if we see no tail pipes. We forget that the missing tail pipe is actually a power plant’s smokestack. Such forgetfulness is encouraged by those who understand that part of what they’re selling is a clean conscience, moreover one which allows us to get on with our lives without substantively changing them. Even if we correct this forgetfulness, we too comfortably believe the gases causing climate change are mostly the consequence of vehicles and residences; hence the solution is electric cars and solar panels. Globally, however, ground transportation and residential sources account for only a third of annual anthropogenic CO2 emissions. Our fossil-fuel dependence goes well beyond vehicles and homes.6 4 There’s discrepancy among reported global greenhouse gas emissions, in part depending on whether only CO2 is considered or CO2 plus other gasses and actions (which collectively are called “CO2 equivalents [CO2e]”). In terms of CO2, 2022 estimates range from 36.1 (Liu, Deng, Davis and Ciais [2023] Nature Reviews Earth and Environment 4: 205 – 6) to 36.8 Gt CO2 (the International Energy Agency’s 2022 report, “CO2 emissions in 2022”). Preliminary 2023 data suggest CO2 increased another 1.1% from 2022 (https://globalcarbonbudget.org/fossil-co2-emissions-atrecord-high-in-2023/). As for CO2e, the UN’s emissions gap report (https://doi.org/10.59117/20.500.11822/43922) gives a 2022 value of 57.4 Gt. Whether measuring CO2 or CO2e, these reports agree that the corresponding 2015 value was lower (e.g., 35.6 Gt CO2 or 47 Gt CO2e). Differences in estimates may also reflect treatment of natural but extraordinary emissions, as from forest fires. For example, the 2023 Canadian forest fires collectively burned an area the size of Washington state and produced ~3 times the CO2 emitted annually by all of Canada, but some approaches would omit these sources as extraordinary and natural. Yet it is foreseeable that such sources will soon become ordinary, and whether a source is “natural” or not will have no effect on how much the planet warms. 5 Put otherwise, it’s estimated that we can afford to add a cumulative total of about 250 Gt of carbon dioxide to the atmosphere to give ourselves a 50% chance of keeping warming below 1.5 °C; we’re currently on pace to emit that much carbon dioxide within ~ 7 years. Lamboll et al. (2023) Assessing the size and uncertainty of remaining carbon budgets. Nature Climate Change. https://doi.org/10.1038/s41558-023-01848-5. 6 The children’s book Petro Pete’s Big Bad Dream describes some of the dramatic changes in our everyday lives should fossil fuels abruptly disappear or not be used. It has been widely criticized as Big Oil’s attempt to brainwash 2 �In particular let me call attention to four material mainstays of modern civilization which are fossil-fuel intensive: plastic, steel, concrete and ammonia fertilizers. Collectively they require ~20% of the world’s primary energy supply and generate at least 25% of anthropogenic CO2 emissions.7 Consider all the plastic you handle every day. Consider the steel and plastic required for even an electric car. Consider the steel, plastic and concrete needed for solar-panel installation and building construction, including LEEDcertified green buildings. Consider projections that plastic production will double by 2045 (slide) and the world’s building stock by 2060. That latter is equivalent to building a new New York City every month of every year between now and then.8 Consider the immense quantities of fertilizer needed to sustain 8 billion people and their animals.9 Consider how energy-intensive food production in the western world is, where every calorie of food requires about a dozen calories of fossil fuels, and where in the United States, 30-40% of that food is thrown away.10 Consider, in short, how fossil-fuel intensive a transition to a green economy will necessarily be. Now ask yourself: what dream are we dreaming, which says we can go green without really changing? That message is loudly proclaimed by many on the left: “Let’s have a green revolution,” they say, “so we don’t have to change!” Can there be revolution without profound change? Many on the left say, make fairly minor changes so you don’t really have to change. Many on the right say, it’s all an exaggeration or a hoax, change isn’t needed; if anything, we should change back. Instead of focusing on the disagreement between right and left, notice their substantive agreement. The difference is between not changing and changing very little.11 kids. This criticism is undoubtedly true – but that doesn’t make the cascading effects of our fossil-fuel dependence, to which the story calls attention, untrue. To conclude the latter from the former is its own kind of brainwashing. 7 Smil, How the World Really Works, p. 78. 8 The NYC analogue is from Reilly O’Hara around the 10-minute mark in Peter O’Dowd’s “A ‘concrete’ solution to climate change”: https://www.wbur.org/hereandnow/2023/12/07/concrete-climate-change-solution. 9 ~15% of all human-caused greenhouse gas emissions are due to livestock farming, to satisfy our desire for meat. 10 For the dozen calories claim, see Ghosh (2016), The Great Derangement, p. 147. 30-40% is the USDA’s estimate. 11 Right and left often arrive at opposite conclusions from the same premise, or, as in this case, (basically) the same conclusion from opposite premises. Such phenomena are marks that something other than thinking is happening. 3 �Should we take seriously that climate change is an exaggeration, a hoax, mere, self-interested alarmism? On the one hand, of course we should. The computer models which divide the earth into enormous numbers of grid squares and try to calculate the consequences of every significant biological, chemical and physical process in each square are beyond the critical ken of a human mind. A projection 100 years into the future requires a million billion calculations (slide). Many are simply parameterizations of phenomena we don’t understand. The interdisciplinarity upon which climate research rests is also often authority-driven – collaborative in the mode of deference more than of criticism. Major incentives to jump on the climate-change bandwagon exist, including career and funding incentives. We’d be naïve to imagine all that away, as, even more importantly, we’d be naïve not to wonder about the competence which synthesizes so much specialized knowledge, assuming we can tell what is and isn’t knowledge. On the other hand, warranted skepticism does not deliver us to the knowledge that it’s all a hoax. Far from it. We’ve had warnings, growing in clarity and urgency, since a pioneering paper by Arrhenius in 1896.12 In 1938, Callendar calculated that the planet had warmed ~0.25°C over the previous half-century due to CO2 production by fuel combustion. He then developed a basic model which predicted that around 420 ppm atmospheric CO2 we should expect ~1°C of warming relative to 1938 (slide).13 We are now around 420 ppm CO2 and we’ve had ~1°C of warming relative to 1938. Since then models have become more complicated and refined, offering high-resolution predictions of what global temperature increases mean at regional scales; they’ve added ocean and atmospheric circulation and positive and negative feedbacks; they’ve incorporated responses of the living world; they’ve even charted possible social and political responses. But the problem’s basic contours, the relation of greenhouse gases from fossil fuel combustion to planetary warming and the consequent dangers, have 12 Arrhenius’ Swedish colleague, the mostly forgotten Arvid Högbom, actually called attention to the problem in 1894, which in part stimulated Arrhenius to examine it more carefully in his theoretical 1896 paper. By 1904, Arrhenius concluded that the planet would warm due to human activities, though probably in a beneficial way. 13 See Callendar (1938) Quarterly Journal of the Royal Meteorological Society 64: 223 – 40, particularly Fig. 2. 4 �been reasonably well understood for decades. To some degree we’ve allowed ourselves to be distracted by seeking ever-greater refinements of the simulacra by which we make this problem visible, as if simulacra could stand in for the world where that problem must be addressed and as if the indefinite pursuit of knowledge weren’t itself a deferral of behavioral change. Accepting then that climate change is real, how alarmed should we be? After all, the world has had higher CO2 concentrations than now. The last time the planet had comparable CO2 concentrations was 4.3 million years ago in the mid-Pliocene; the planet was about 3°C warmer than now. That may not sound like a lot, given diurnal temperature changes in New Mexico of ~15°C and seasonal ones of ~20. But those 3°C corresponded to a planet many would find unfamiliar, with sea levels 75 feet higher than today, Florida a mere nub and southeastern Mexico under water (slide). Our nearest relative 4 million years ago was Australopithecus; it would be another million years before the genus Homo appeared. Obviously, there weren’t 8 billion people on earth. Human civilization 4.3 million years ago was still roughly 4.3 million years in the future – a reminder that civilization is young. Besides different atmospheric CO2 concentrations, earth has also had dramatically different past temperature regimes. It has been much colder – I’m not talking Pleistocene ice ages, but something more extreme – Snowball Earth episodes 600 to 700 million years ago when the planet was close to globally glaciated (slide). The planet has also been much warmer, including during the Cretaceous hothouse 110 million years ago and, 56 million years ago, the Paleocene-Eocene Thermal Maximum, when the poles were ice-free and alligators swam in an Arctic lined by palm trees. If it comforts you to know the planet can handle much colder and warmer temperatures, if you think that means there’s nothing to worry about, consider rates of change.14 During the Cretaceous hothouse, the planet warmed about 0.000025°C per century, for a total warming of 5°C over millions of years. During the Paleocene-Eocene Thermal Maximum, the rate of warming was a thousand times 14 The rates which follow are from Kump (2011) Scientific American July: 56 – 61. 5 �faster: 0.025°C per hundred years, again for a total warming of 5°C over tens of thousands of years – a warming coincident with an extinction event.15 In contrast, we’ve already warmed about 1°C in the last century, with future warming projected at as much as 5.7°C by 2100, depending on what we do (slide). That 5.7°C, equivalent to the warming which occurred over millions of years during the Cretaceous hothouse and tens of thousands of years during the Paleocene-Eocene Thermal Maximum, is according to the IPCC’s least optimistic emissions scenario, but that scenario is the one which most accurately matches actual cumulative emissions since 2005, predicting them within 1%.16 The, to-my-eye unrealistic, goal of the Paris Climate Accords is to limit warming to a mere 1.5-to-2°C this century. We’re banking on that, with most of us not realizing how dramatic a rate of planetary warming that actually is, to say nothing of what may happen after 2100.17 These numbers make even more sense from another angle: it took hundreds of millions of years to accumulate fossil fuel reserves which we’ve injected into the atmosphere over a few centuries (and most in one century). In terms of biogeochemical cycles, that’s a discrepancy in rates of six orders of magnitude. In short, the rate of planetary perturbation is extraordinary, especially in the context of the relative stability of climate which has pertained for most of the period civilization has flourished.18 That 15 It’s not surprisingly unclear whether or how the extinction event (which was marine) and the warming are linked. Another dramatic change in planetary temperature occurred during the Eocene-Oligocene Transition between 33.9 and 33.4 million years ago, when the planet cooled as much as 0.01 °C per century (Paleoceanography 11(3): 25166, 1996). This also coincided with a significant terrestrial and marine extinction event. 16 Schwalm, Glendon and Duffy (2020) RCP8.5 tracks cumulative CO2 emissions. PNAS 117 (33): 19656 – 7. 17 The Dansgaard-Oeschger (D-O) events during the last glacial period are the closest analogues to our current situation of which I’m aware, in terms of scale and rate of warning. Ice-core evidence suggests that, around 11,500 years ago, the Greenland ice sheet warmed ~ 8°C in about half a century. How this extreme warming event in Greenland corresponded to the planet as a whole is uncertain; contemporaneous ice cores from Antarctica show less and slower warming. If we assume nonetheless that the warming was global in extent, we can do a back-ofthe-envelope comparison as follows: since the Arctic is currently warming ~ 4 times faster than the global average, an 8-degree warming over Greenland in 50 years is roughly comparable to ~ 4 degrees of present-day global warming in a century – well within what’s possible per current projections. The warming 11,500 years ago was short-lived, however (half a century, followed by centuries of slower cooling) in contrast to present expectations, which anticipate up to 5.7°C by 2100 and quite possibly further warming thereafter. 18 Indeed, abrupt civilization collapses, as occurred nearly synchronously with the Akkadian (Sargonic) empire, the Egyptian Old Kingdom and possibly the Indus Valley civilization, are strongly correlated with abrupt climatic shifts (e.g., Weiss et al. [1993] Science 261: 995 – 1004). 6 �rate of change is a more threatening aspect of climate change than the fact of warming. We are not just facing a world of enhanced drought and intensified storms, where the Great Salt Lake becomes an empty basin and metropolises drain dry the aquifers on which they rely and rest,19 while sea levels gradually rise and forest fires rage. We are facing a world which is fundamentally and rapidly reorganizing; where the last calendar year, 2023, was possibly the hottest in the last 100,000 years but likely won’t hold that record for long;20 where, in most of our lifetimes, the Arctic’s radiation-reflecting, heat-reducing toupee of sea ice, whose maximum extent twenty years ago was 14 million square kilometers, will disappear seasonally;21 and where, partly as a consequence of the melting sea ice, a major conveyer of heat on the planet, the Atlantic Meriodonal Overturning Circulation, will dramatically weaken or even shut down,22 fundamentally changing the distribution of heat on earth (slide). This will matter not just to us but to innumerable organisms who, like us, depend on fairly predictable patterns which already are becoming unreliable. It’s not clear that most organisms and ecosystems can respond fast enough. In the Pleistocene ice ages a primary response was migration – moving north and south and up and down mountains as ice advanced and retreated. But those migrations typically occurred over longer timescales than we face, and, perhaps even more importantly, 19 Per a recent study of ~ 75% of global groundwater withdrawals, aquifer declines have accelerated dramatically in the last 40 years for a third of all regional aquifers, while groundwater declines > 0.5 m/year are widespread (Jasechko et al [2024] Nature 625: 715 -21). Major metropolises, such as Tehran (population 13 million) and Mexico City (22 million), are seeing subsidence rates of up to 50 cm/year due to groundwater depletion, with projections that large sections of Mexico City will be without reliable water within months (which pertains already to some parts of the city; Paddison et al., 2/25/24, “One of the world’s biggest cities may be months away from running out of water,” CNN). Subsidence due largely to water withdrawal is also being measured not in inches but in feet in parts of California’s Central Valley (Dan Charles, All things considered [NPR], 7/23/21), source of over half of all nuts, fruits and vegetables grown in the US. Subsidence poses obvious risks to infrastructure, but even these risks are dwarfed by the impending, local exhaustion of freshwater in large parts of the world. 20 Schmidt (2024) Nature 627: 467. 21 When I started graduate school in 1999, a seasonally ice-free Arctic was predicted for around 2100. When I finished graduate school in 2006, a small number of studies suggested it could happen by 2050. Now it’s looking increasingly likely that it could happen in the 2030’s: e.g., Kim et al. (2023) Nature Communications 14: 3139. 22 Zhu et al. (2023) Nature Communications 14: 1245; van Westen et al. (2024) Sci. Adv. 10, eadk1189. 7 �on a planet much less fragmented by human-created barriers.23 We are currently in the midst of the 7th mass extinction event24 in earth’s metazoan history, with extinction rates a thousand times greater than background. We should worry, how much worse will it get?25 In lieu of imagining all species as rugged individuals with independent fates, we should also worry about how interconnected the ecological world is and how linked many of our fates may be. So here we are, faced with an ongoing mass extinction event and dramatic rates of planetary change. What are we doing? We are persisting in the dream that we can carry on more or less as we imagine we always have, that necessary changes are only on the fringes. Indeed, the Inflation Reduction Act sets aside $161 million to restore landscapes to historic conditions, because, according to the BLM Director, “a restored landscape is more naturally in balance… [T]hat natural cycle that has been with us for the millennia, that’s what we need to strive to restore...”26 Setting aside the question of whether nature has ever really been in balance, setting aside as well the question of what we mean by nature (slide), we still should confront the smaller question – why are we trying to restore natural cycles of past millennia in a dramatically changed and changing world? I see groups dedicated to eradicating alien species. I hear in the ecological register a disturbing echo of a terrifying political project. It really worries me. But I also don’t understand what our thinking is, to eradicate immigrant species when the scale of planetary change likely can be met for many organisms, probably including humans, only by massive 23 One political response to challenges partly due to climate change has been to reify borders – to build walls – and not just in the US (e.g., Poland’s 185-km wall on its border with Belarus; Hungary’s 320-km wall separating it from Serbia and Croatia; Lithuania’s 480-km wall, also on its border with Belarus; Finland’s proposed 1300-km wall on its Russian border; and India’s ongoing efforts to wall 75% of its 4000 km border with Bangladesh.) The Akkadian empire did the same thing, building a 180-km wall to repel migrants, in its failed effort to stave off its own climatechange-associated collapse in the early bronze age. Walls will be catastrophic not only for humans but other animals. Moreover, walls will wall in as well as wall out; in a changing world a wall will inevitably be two-edged. 24 Accepting the Capitanian as a mass extinction event in the mid-Permian. 25 Even seemingly small changes in planetary heat can have surprising consequences. A marine heat-wave of between +0.5 and +3°C in the bottom waters of the eastern Bering Sea in 2018-19 is thought to have led to the deaths of >10 billion snow crab – not because they couldn’t endure the heat, but because the higher temperatures enhanced their metabolic requirements, leading to famine and cannibalism. A water temperature change from 0°C to 3°C can double a crab’s caloric requirements in the laboratory. See Szuwalski et al. (2023) Science 308: 306-310. 26 As quoted in the NPR interview cited earlier. 8 �migration – and I wonder, what is it exactly that we’re trying to preserve, and why? Is this another manifestation of how we want to have a revolution without changing, of how we want, as it were, to spin our wheels? I observed earlier that civilization is young. In roughly 10,000 years, we’ve gone from Neolithic clusters to New York City, while the global human population has exploded (slide). When Socrates lived, the world probably hosted about 100 million people, roughly the same number as now live in just three cities: Tokyo, Jakarta and Delhi. It took all of human history to reach a billion people around 1800; and another century-plus to reach 2 billion when my grandmother was born. When my mother was born, 2.5 billion people lived on earth. When my sister was born 25 years later, there were 4 billion. In 2022 we hit 8 billion, with 11 billion expected by 2100. Let me state the obvious: this enormous growth has occurred in nearly exact conjunction with our intensive utilization of fossil fuels.27 This should impress upon us our extreme dependence on fossil fuels, even while we imagine we can painlessly switch to new energy sources without substantively changing our lives. In fact, per the Inflation Reduction Act, we plan to restore natural cycles to patterns from the last millennia, as if the dramatic transformation of earth by human activities over those same millennia doesn’t really count. If we wish to be serious about climate change, we must do much more. We must let go of many familiar things. We must understand that restoration is mostly off-the-table, or else is a nostalgic aesthetic illusion. We must stop pretending we can achieve a transformation without parallel in human history on the back of only minor inconveniences. Two paths stretch before us (slide). One relies almost exclusively on technology, whether existent technology yet to be built to scale, or technology that doesn’t even exist, in the hopes that it will deliver us from having to make substantive changes (as if technology itself weren’t a substantive change) – and, further, in the hopes that it doesn’t have unforeseen consequences, though history is rife with 27 Likewise, India’s and China’s rise as global powers is not coincidentally linked to their intensive use of fossil fuels. 9 �those consequences – not least of which is climate change. I call this path the path of techno-theology. Rather than praying to the storm god to have mercy on us, we will pray to AI.28 This path leads, inevitably, to geo-engineering – or rather, to further geo-engineering.29 For, against the backdrop of our increasing awareness of its planetary consequences, what has our massive utilization of fossil fuels become but a kind of geo-engineering? The oceanographers Revelle and Suess observed in 1957 that “human beings are now carrying out a large-scale geophysical experiment … that could not have happened in the past nor be reproduced in the future. Within a few centuries we are returning to the atmosphere and oceans the concentrated organic matter stored in sedimentary rocks over hundreds of millions of years.”30 Doesn’t such a large-scale experiment sound like geo-engineering? That is not to say it’s a geo-engineering with a master engineer in charge. Like every human endeavor it’s been some combination of chosen and fallen into, conscious and unconscious. But so will any future geoengineering be as well. I dread the day when a rogue nation or trillionaire unilaterally commits earth to another uncontrolled experiment in the name of salvation. I dread the mind-set which imagines we’re sufficiently self-present to undertake the governance of the natural world, the dominion over the universe which Bacon prophesied,31 or which imagines that dominion is instead the province of AI. I dread the ideologies, so many already in circulation, which will justify any action in terms, not of the existential threat of a changing planet, but of the absolute supremacy of human beings and of sub-groups among them. It seems to me this is the track we are most likely to follow, because of that Sirens’ song it sings to 28 This possibility is already nascent in Bacon, for example in the 129th aphorism of Book I of the New Organon, with its emphasis on the divine honors owed inventors and its claim that the benefits of these inventors’ discoveries serve all mankind and last all time. 29 My objection to geoengineering is in the metaphysical comportment underlying it, as I will discuss later. Insofar as we foresee that our actions necessarily have planetary consequences and modulate (or don’t) those actions in accordance with the consequences we anticipate, we are in some fashion geoengineers – as I am suggesting here. 30 Tellus (1957) 9(1): 18 – 27. 31 Aphorism 129 of Book 1 of The New Organon. 10 �us that we won’t have to change – though that promise is a lie, and we will eventually discover ourselves as changed as Milton’s fallen angels. Among the forms of this techno-theology is the technological creation of illusions we desire – the technological creation of a cave we like. We don’t want just to geo-engineer the world; we want to retreat from the world that is into one of our own devising. This comes to mind when I consider the Fabian allure of massive climate simulations, but no less when I consider the aptly-named Marvel Cinematic Universe. Or when I watch parents at playgrounds engrossed not by children but by phones.32 Or when I ponder why cars are so important to us, those wheeled would-be biospheres with their own entertainment systems and climate control. These are all, at least in part, escapes, caves we retreat to in order not to stare at the sun or to feel its heat. Fear no more the heat o’ the sun, thinks Virginia Woolf’s character Clarissa Dalloway as she prepares her party and contemplates her mortality; fear no more the heat o’ the sun, thinks another of Woolf’s characters, Septimus Warren Smith, even as he is about to plunge holding his treasure (slide). They’re both quoting a line from a funeral dirge in Shakespeare’s Cymbeline; and this retreat I’m describing, this techno-theological embrace of the cave, this path which I think we’re mostly following, is in equal measure that song of sorrow which declares we are afraid to live. Well we should be! It takes gigantic courage to live even a single day. That’s the techno-theological path stretching before us – the path of technological illusion and of god-like faith in technology, but also of retreat into made-up worlds, the bubbles of social media, CGI and cars, while in our hearts suspecting this also deforms us and tears us apart. The other path, the more difficult and the more hopeful one, places the burden of response and responsibility not only on technology, though we will need it, but on ourselves. It rejects that we are helpless to change or that our 32 We can no longer imagine even taking a neighborhood stroll without a computer in our pockets whose memory is millions of times, and processing speed hundreds of thousands of times, that of the computers which first put a man on the Moon. 10% of worldwide electricity generation goes into information and computing systems – according to Roy Scranton (Learning to Die in the Anthropocene), roughly the same amount of electricity as was needed to illuminate the globe in 1985. 11 �only hope of change is to convince politicians and corporations to make changes for us. We have become shockingly accustomed to imagining ourselves as mere followers and our politicians, for whom we frequently express disdain, as nonetheless leaders. They’re not necessarily leaders; in this country, they are first and foremost our representatives. The difficult, more hopeful path begins by taking seriously that they do represent us; that corporations do too; that what we behold in them is a representation of what we are. While it’s comforting and not wholly false to imagine tycoons making gzillions of dollars off of us helpless dupes, we must take seriously that what they sold us we also wanted. Let me underline this point with a recent example. Darren Woods, CEO of ExxonMobil, excited outrage last month when he blamed the public for climate inaction: “The dirty secret nobody talks about is how much all this is going to cost and who’s willing to pay for it. The people who are generating those emissions [i.e., all of us – LW] need to be aware of and pay the price for generating [them]. That is… how you solve the problem.” Setting aside the likely hypocrisy, self-interest and poor faith of Woods’ claim, we nonetheless need to hear its truth, rather than quickly condemning it as, according to The Guardian newspaper, “[an] attempt to skirt climate accountability.”33 Such condemnations are their own variety of skirting accountability. Indeed, the climate activist group 350.org specifically exonerated all of us when it used Woods’ claim to motivate a petition which read, “Fossil fuel giants like ExxonMobil are to blame for the climate crisis – not us. If you agree, add your name” (slide).34 Likewise The Guardian article cited a climate economist who compared Woods to a drug lord “blaming everyone but himself for drug problems.” But if a drug lord is culpable, does that mean drug users are not? I am alarmed by so limited a notion of freedom, according to which we accept ourselves as powerless rather than endure even a modicum of responsibility – as if freedom didn’t imply responsibility but instead was freedom from 33 I am referring to the article by Dharna Noor and Oliver Milman published on 3/4/24 in The Guardian I’m quoting their 3/15/24 email with the subject line “Exxon CEO just blamed the climate crisis on the public.” A subsequent email on 3/23/24 expanded the list of the guilty: “Last month was the ninth consecutive hottest month on record, ever. The climate crisis is here, and the culprit is the fossil fuel industry. But they are not alone – utility companies are also responsible.” Once again, however, we consumers are off the hook. 34 12 �responsibility. This desired freedom from responsibility fuels the dream that we can meet the extraordinary challenges facing us without having to change substantively. We too easily accept that our civic responsibility is to consume rather than sacrifice, to vote on occasion, to write a check to a political candidate, PAC, party or charity or, less often, to go to a protest, even while none of these demands what is more fundamentally needed: that each of us change. Our response can’t be an exception from our normal lives; it has to be what’s normal about them. The assumption that the heavy-lifting can be accomplished only by governments or corporations exculpates us. It’s not entirely untrue, which is why voting, donating and protesting matter, but it also basically assures the status quo while delivering us from having to consider how those governments and corporations truly represent us. Part of what can be recognized in those representations is despair. It seems that we don’t in our hearts believe we can change; it seems that in our hearts we accept that this representation, whether corporate or political, and despite regularly communicated contempt for it, still expresses the dark truth of who we are and of all we can become. We might as well resort to CGI creations of god-like superheroes because, despairing, we can’t imagine ourselves as powerful agents otherwise. We have more faith in technology, including technological illusions, than in ourselves. What if we were to put faith elsewhere than the technological divine? What might that look like? I have three suggestions, each both simple and on the far side of human possibility. If we take them seriously, we must also take seriously why they’re on the far side of possibility. The three suggestions are: Live small, not large. Live slow, not fast. Think differently. Rather than accepting the nihilistic premise that nothing you do matters, consider the exhilarating, terrifying premise that anything you do may matter. You may not know the ways it matters, to whom or to what. Mattering may not be reducible to meaning. But anything you do may matter, at least insofar as anything you do is matter. This is a consequence and expression of finitude. If we and our world were infinite, we could 13 �subtract or add to that infinity without changing it. But we and our world are finite; we and it must change.35 We are like that dream of Pierre described near the end of Tolstoy’s War and Peace,36 where he sees a living, wavering globe consisting of drops tightly packed together. Every drop which moves and shifts causes other drops to move and shift in turn. So it is in our lives: not one of us can move without moving something else. That seeming accident is a condition of possibility of every motion we make. Think about yourself finitely, pushing the earth to push off from it. An oil rig is not just ExxonMobil’s; it also expresses you who are but several drops away. When you drive, your gasoline has travelled vast distances, and that’s now part of your motion. That gasoline was once a fossil-fuel deposit; before that, it was a living being. Its carbon cycled many times through the food web, before getting buried and, over millions of years, being compressed and transformed into something else, which one day we sucked from the earth and transported across the globe so that the controlled oxidation of it would propel your vehicle while once again accomplishing a new transformation, spiritualizing what was once alive into the gas trees breathe and you and I exhale. Being finite means being part of this enormous web which you can’t control or fully foresee, but within which you are not without freedom or responsibility. This web, this unavoidable mediation which finitude implies, is what geo-engineering forgets. It’s arguably what Descartes forgot.37 Both secretly infinitize us; both imagine us as subjects fully present to ourselves for whom absolute agency is possible. For them, the drop each of us is doesn’t shift or get shifted by other drops but is isolatable; no web inextricably entangles us; and hence, surveying all that is, a subject can act with full consciousness. A subject can command itself to doubt; it can doubt away the 35 As recognized by Pascal: “We are floating in a medium of vast extent…; whenever we think we have a fixed point to which we can cling and make fast, it shifts and leaves us behind… Nothing stands still for us. This is our natural state and yet the state most contrary to our inclinations” (Pensées 199, ‘Disproportion of man,’ translated by Krailsheimer). Physical conservation laws can also be interpreted as consequences of the finitude of the world. 36 Vol. IV, Part 3, Chapter XV, pp. 1064-5, translated by Pevear and Volokhonsky. 37 It’s also what our ideology of perpetual growth forgets – an ideology central to capitalism. As for Descartes, his forgetfulness was not shared by his contemporary and critic, Pascal, who regularly linked finitude and mediation (or middleness), as in Pensées 199. 14 �entire world; and having found the seat of certainty in its own thinking, a disembodied and hence definitized thinking, it can then re-create and author the world. This is Descartes’ trajectory in the Discourses and Meditations. It’s also the trajectory of technological illusion, which would replace the world that is with the illusion of a world we author.38 It’s finally the trajectory, if not task, of geoengineering. A famous climatologist39 argued that, given climate’s susceptibility to small changes of initial conditions, the so-called butterfly effect – where the flapping of a butterfly’s wings in one place contributes to a hurricane elsewhere – given this susceptibility, he said, all we had to do was “tame this butterfly.”40 Were this climatologist more of a poet, we might hear irony in his claim; but what we might hear poetically as articulating a hubristic and hopeless project can also be heard as the assignment. It imagines every butterfly can be tamed; but even more dangerously, it posits a tamer outside the web of mediations, a disembodied, decontextualized knower whose command to the legion of tamed butterflies is itself beyond the jostle of any neighboring drop (slide). Think differently. Picture yourself as a drop jostled by and jostling its neighbors. We must relentlessly re-imagine ourselves thus. We must accustom ourselves regularly to undertake the thought experiment Rousseau challenges Emile with, in the book of that title:41 “We [i.e., Emile and his teacher] go to dine in an opulent home. We find the preparations for a feast… All this apparatus of pleasure and festivity has something intoxicating about it… While the meal continues, while the courses follow one another, while much boisterous conversation reigns… I lean toward [Emile’s] ear and say, “Through how many hands would you estimate that all you see on this table has passed before getting here?” What a crowd of ideas I awaken in his brain…! Instantly all the vapors of the delirium are dispelled. He dreams, 38 We tend to confuse our mediated and necessarily partial access to the world that is with our authorship of it. Finding ourselves in a synecdoche, we assume we’re the poet. 39 The climatologist was Kerry Emanuel; he made these comments during an interview on NPR’s Fresh Air, August 1st, 2007. An audio file is available at http://www.npr.org/templates/story/story.php?storyId=12421331. 40 “Is it by your wisdom that the hawk soars and spreads its wings out to the south?” Job 39:26. 41 Emile, Book III, p. 190 in Bloom’s translation. 15 �he reflects, he calculates, he worries. While the philosophers, cheered by the wine, perhaps by the ladies next to them, prate and act like children, he is all alone philosophizing… [W]hat will he think of this luxury when he finds that every region of the world has been made to contribute; that perhaps twenty million hands have worked for a long time; that it has cost the lives of perhaps thousands of men…?” We must think in terms of twenty million hands and thousands of lost lives – not all of them human – and indeed those numbers are surely underestimates. Even when simply walking the placita, we should imagine that what energizes our steps were once living beings who stretched themselves toward the sun.42 We must as best we can make choices worthy of the sun-stretching creatures who enabled them, of twenty million hands and thousands of lost lives. This is not an exhortation not to live, to deny ourself life, to do nothing because there is nothing untouched by twenty million hands and thousands of lost lives. Instead it’s an exhortation to live up to those hands and lives. Derrida described such a comportment in these terms: “Il faut bien manger” he wrote, but also “il faut manger le bien”43 – which as a play on words means several things: it means, of course we must eat, but we must also eat well – and not only that, we must eat the good. We must eat the good well. We must do it because we can’t not do it. To be finite implies, inexorably, that we must eat the good, that no action is without reaction, no gain without loss. We can’t not eat the good, we can’t act in the world without the possibility of harm, we can’t self-consciously leave no trace, nor is the trace which we may leave simply up to us. So what we can’t not do let us do as well as we can (slide).44 If this is not an exhortation not to live, neither is it an exhortation to embrace extravagance, to 42 Mary Oliver’s “Wild geese” comes to mind, especially the last sentence: “Whoever you are, no matter how lonely, / the world offers itself to your imagination, / calls to you like the wild geese, harsh and exciting – / over and over announcing your place / in the family of things.” 43 See Derrida’s conversation with Jean-Luc Nancy entitled “Eating well, or the calculation of the subject” in Points, edited by Elisabeth Weber, especially pp. 277-87. 44 The French uses the impersonal expression “il faut” where I use the pronoun “we.” The “we” is problematic; there is a question of what or who “we” is, as there should also be a question of what eating is. Eating is not simply what subject does to object; eating changes both eater and eaten. The referent of “we” thus necessarily changes. 16 �pronounce, like Louis the XVth, “After me the flood.” Look to the future: look not only at the hands and lives of those who have touched what is already before you, but also to the hands and lives of those yet to come, who not you but your choices will touch. What entangles us stretches from past to future. Our actions may memorialize and prophesize. It is in this context of an imagined future, moreover one which no longer includes you or me, as well as in the context of imagining our global contemporaries who even now live lives much less replete than ours, that it makes sense to live small and slow. Put simply, if you do, you will use less and leave others more.45 What I’m suggesting may sound naïve, as if I’m unaware of the notorious problem of collective action. If each of our contributions is a mere drop in the ocean, why worry about my drop if no one else worries about theirs? This argument of apathy, however, is just the flip side of the infinitization I’m critiquing. It posits that the only options are to be infinite or nothing. Such a coarse dichotomy has long characterized our thought. For example, we have long believed we could dump waste into the ocean or atmosphere and that, in effect, it would be infinitely diluted – that the vastness of ocean or atmosphere would reduce it to nothing. But it was, in fact, finitely diluted. Slowly those drops accumulated, so that now, for example, plastic, invented in 1907, is found in every region of earth from the Himalayas to the deepest ocean trenches, as well as in our food, our bodies and our mothers’ milk, to say nothing of the atmosphere’s rising greenhouse gases (slide). This whole lecture is about taking that disproportion between nothing and the infinite, a drop,46 seriously, about admitting that yes, you are a drop, but every drop matters, you matter. The pretense that drops don’t matter expresses, in one mode, a deluded if aggrandizing infinitization, as if we count but only as infinite; but in another mode, the complement of our aggrandizing delusion, it confines each of us to a cell of impotent isolation, where our drops don’t collectively constitute a wavering globe, much less our exalted, lonely individualities a world. But there is 45 You’ll eat less good more well. “For, after all, what is man in nature? A nothing compared to the infinite, a whole compared to the nothing, a middle point between all and nothing…” Pascal, Pensées 199. 46 17 �a world, a living, wavering globe of drops, in which each of us is a single drop who matters.47 Live small and slow and think differently for that world. This advice is more dramatic than it sounds. We easily dream of circumstances which will enable us to live as we imagine we like without unwanted consequences. This is like imagining ourselves disembodied, mattering without being matter, meaning immaterially. It articulates a desire that we not be finite or mortal. I suspect that we live large and fast partly to distract ourselves from that finitude, from the death which awaits, as a substitute for the gigantic courage it takes to live even a single day. Yet such a response accelerates catastrophe. The illusion that we’re infinite, that change can happen without us changing, is not a salve for our fragile mortality but a destructive expression of it. It secretly confesses that none of us really believes we will die, as perhaps none of us really believes in climate change. There is another option: that we try to believe; that, trying to believe, we make an offering to the future and of the future; 48 that we not insist that future be ours; that we let it be someone else’s.49 The talk of a new green revolution sometimes sways this direction, but so long as it promises immense change which won’t require us to change, it’s a pipedream if not something more malevolent: 47 This may signal a return to the sacred, if we accept Amitav Ghosh’s suggestion (op. cit.): “It is impossible to see any way out of this crisis without an acceptance of limits and limitations, and this in turn is, I think, intimately related to the idea of the sacred…” (p. 161). 48 The French scholar Rémi Brague gave a lecture at St. John’s (Santa Fe) many years ago in which he identified as one of the crises of modernity the decline in the human birth rate. He interpreted this decline as expressing despair about the future, as articulating that we no longer believe in a future worth giving. I agree with such a diagnosis of despair; I agree as well that it behooves us to believe in a future worth giving, and to do the hard things such a belief demands, but, contra Brague, I think it imperative that we appreciate that the recipients of such a gift are not, and cannot be, restricted to human beings. Indeed we can no more know the recipients than the future. 49 One is always at risk of re-infinitizing the subject. Letting the future be someone else’s still secretly assumes the future is mine to yield. Even just letting the future be may fall into this conundrum. It’s reminiscent of the catch-22 in Faulkner’s Go Down, Moses, where Isaac – whose apt Biblical name invokes the possible sacrifice of both past and future – endeavors to relinquish his patrimony but can’t escape thinking that it is his to relinquish. As a result, his may still be a version of thinking infinitely, albeit in a negative mode, rather than thinking finitely. Perhaps Molly comes closer to the latter, she who “dont want nothing” (p. 97), mistrusts a divination which has become of gold rather than god, and at the end of the book keens for her Benjamin, sold into slavery and dead. But the spiritual “Go Down, Moses,” for which the book and the last tale are both named, still suggests a future organized by a promise, a promise clearly not met by the book’s end but, like Isaac’s patrimony, not truly relinquished either. 18 �a future we pretend to yield to an other while secretly and stubbornly insisting it remain ours.50 That pipedream pretends that massive solar arrays, nuclear power, windmills, hydrogen, etc., will allow us to build for the future without giving up that future to someone else;51 it pretends we can be responsible to the future without really changing our present, including without decreasing our consumption. Take energy for example. We may dream that someday it will be boundless and free, but it won’t be. Energy will always come with consequences. Its production and use will require a material infrastructure likely including fossil-fuel-intensive steel, concrete and plastic. It will generate waste, including, for nuclear energy, dangerous radioactive products whose half-lives can far exceed the history of human civilization.52 We shouldn’t overlook that hydrogen, if it’s to be our panacea, is a highly explosive panacea. And if a butterfly can cause a hurricane, what can a windmill do (slide)? Put otherwise, don’t look to get something for nothing;53 that only amounts to the illusion of a good conscience.54 Don’t trick 50 Such a situation, including its unfurling ramifications, is well-described again in Go Down, Moses, as in this passage from “The Bear” (pp.257-8): “…old Carothers’ bold cramped hand far less legible than his sons’ even and not much better in spelling, who while capitalizing almost every noun and verb, made no effort to punctuate or construct whatever, just as he made no effort either to explain or obfuscate the thousand-dollar legacy to the son of an unmarried slave-girl, to be paid only at the child’s coming-of-age, bearing the consequence of the act of which there was still no definite incontrovertible proof that he acknowledged, not out of his own substance but penalizing his sons with it, charging them a cash forfeit on the accident of their own paternity; not even a bribe for silence towards his own fame since his fame would suffer only after he was no longer present to defend it, flinging almost contemptuously, as he might a cast-off hat or pair of shoes, the thousand dollars which could have no more reality to him under those conditions than it would have to the negro, the slave who would not even see it until he came of age, twenty-one years too late to begin to learn what money was.” 51 Hence the college’s thoughtless slogan campaign tying “Building for the future” to “St. John’s forever.” 52 Iodine-129 has a half-life of almost 16 million years, for example. 53 To get something for nothing implies an infinity, while suggesting simultaneously how nigh nothing is to anything. 54 Consider carbon offset programs. The science behind these has always been suspect, with concerns about whether they can be done at the necessary scale in the right places, how long-lasting savings will be and whether savings can accurately be determined. Yet worse is the world’s largest carbon offset firm, South Pole, selling carbon credits for reductions which they knew didn’t exist (Blake, “The great cash-for-carbon hustle,” The New Yorker 10/16/23). More broadly, however, the problem lies in our failure to recognize that responsibility is always excessive. To measure and delimit it is to turn any responsibility into the alibi for irresponsibility, as we saw above in the 350.org petition. Appreciating responsibility as necessarily excessive is a corollary of understanding that what we eat, what we internalize and make our own but also at the same time destroy, is in fact the good, for the loss of which there is no compensation. The pretense at the core of capitalism (but also of prevailing notions of justice), that no loss is without compensation (whether in the mode of offsets or criminal penalties) implies irresponsibility. 19 �yourself into believing you can give to the future without giving something up.55 Here’s a more tangible form of this advice: we must pair attempts to choose energy sources more wisely with concerted efforts to use them more wisely – and specifically to reduce how much energy and matter we use. I’m ambivalent but partly glad that the St. John’s Santa Fe campus has gone solar. I’d be more glad and less ambivalent if our solar conversion were accompanied by a campaign to reduce our energy use, if our murals enjoined us to take the next step rather than extolled the step already taken (slide). Per capita energy consumption in the United States is among the highest of any nation. If we want to limit ourselves to “only” 1.5 or 2°C of warming – as dangerous as that may be – if we want to reduce global fossil fuel emissions by 50% in the next 6 years, we can’t do it without dramatically reducing how much energy we use in ways which will present real but surmountable problems. Other first-world countries56 consume per capita half the energy which Americans consume. I grant substantive differences exist between us and them, but it seems to me the most stubborn impediment to making real reductions in our energy consumption is not those differences but our unimaginative and fantastical insistence that we shouldn’t have to change. As a result, so much of the rest of the world strives to live like us, when we desperately need to live more like them. Gandhi worried in 1928, “God forbid that India should ever take to industrialism after the manner of the West… It would strip the world bare like locusts.”57 But India and China and much of the world have taken to westernstyle industrialism, and that stripped world which Gandhi dreaded is increasingly the reality before us, as the rest of the world follows our example while we refuse to follow theirs (slide). My argument for living small and slow is not just that there’s no other way to face the 55 Technology is the claw by which we bring the future closer. It’s a way of materializing time, even commodifying it. We should wonder whether the technological solution isn’t always at the expense of the future. If we admit, however, that technology is an inevitable aspect of what we are, we will also have to admit that we are always expending the future in some form. This again comes down to eating the good but endeavoring to eat it well. 56 For example, Germany and France. 57 As quoted by Amitav Ghosh (op. cit.), p. 111. 20 �extraordinary challenges before us and no better way to accustom ourselves to the lives we will eventually have to lead. It’s also not just an ethical argument about living up to twenty million hands and thousands of lives past and future. The third prong of my argument is what I’ve been saying about how the world reflects us. As much as we may want to blame governments, corporations, even capitalism, and as much as none of those are without blame, we still must take seriously that these reflect us. They express something that we must take responsibility for as our own. Our words may say, “End fossil fuels,” but our actions take for granted their ready abundance. The only way I see to change that is to change how we consume (eat), live and think. We can’t just talk about this; we have to do it. That means recognizing no one is without responsibility for our predicament. Typically, if no one is without responsibility, no one is held responsible. But I’m saying each of us must hold ourself responsible.58 Change is coming, whether we give assent or not. If we try to affirm it, we need to do more than vote, donate, protest or go solar. We need to change. This may not sound revolutionary compared to a new green revolution – but of the two (which aren’t mutually exclusive), I’m advocating the essential one. I’m not saying it will be sufficient if enough of us do our small part. Other things need to happen, including at corporate and political scales. But those things will not happen if enough of us don’t do our small part. As much as we may like to believe we are victims of capitalism run amok, of ExxonMobil, of politicians, these also mirror us. They show us versions of ourselves.59 They give us what we, at least in part, ask for. Ask for something else. Become something else. Corporations, governments and economic systems aren’t simply controlling us; they’re also expressing us. Any revolution without that admission is just a spinning of wheels. Some of the dread darkness of the political era into which so much of the 58 To suppose that I should not act until those act who have behaved even less responsibly than me is to place the burden of our collective response on those who have behaved the absolutely least responsibly. 59 My insistence, or at least invitation, that we recognize our corporate, political and economic reflections runs the risk of becoming a kind of consumption or subsumption, a gobbling up of the other as secretly, within a naïve idealism, the same; yet the other which reflects us in myriad ways need not only be our reflection, nor is it clear that in a reflection what is seen is same and not other. 21 �world is falling stems from our propensity first to alienate, then to vilify, our own reflections – while also believing that it is only those reflections which have the freedom, power and burden of responsibility.60 What I’ve said today is not just about climate change. It’s about how we are using up and running down the earth and, in parallel, exalting and diminishing ourselves. We see the earth as a pantry for us to raid; and as various stocks within it become depleted, we don’t question our behavior or assumptions but merely look for new stocks. For the most part we have not interrogated our prejudice that we are entitled to the earth, that it is ours to exhaust, that no other beings besides human beings – and perhaps even among them only some – truly matter (slide). This exaltation we’ve implicitly bestowed upon ourselves is a kind of self-infinitization, whereby even the governance of the natural world falls under our thinly secularized techno-theological sway; but in lock-step with it comes our diminishment as isolated individuals, impotent and unfree, incapable of response and of responsibility, in effect nullities. Cast between these overtly dueling but secretly linked poles of the infinite and nothing, climate change becomes an avatar of our finitude. Ignore the avatar and the threat will not retreat; but neither will it retreat should the avatar be addressed. That desired retreat follows from the false premise that our finitude is escapable. It is not. We are neither infinite nor nothing but, drop-like, between the two. We need a response which endures that disproportion rather than, through fantasy and denial, embraces one end member or the other, thereby accelerating and compounding catastrophe. Some will hear me as prophesying doom, but I am actually advocating hope – not an easy hope, not a hope without effort or struggle or loss, not an empty hope which consoles by anesthetizing, but the harder and truer hope which admits that we must change – and that we can. Something new is coming, just as it did at the end of the Cretaceous 65 million years ago in the form of an asteroid. That asteroid augured both calamity and immense possibility, the end or 60 If we live in a benighted age, the question still remains: how far advanced is the night? Could we perhaps even now be on the cusp of dawn? 22 �transformation of the dinosaurs,61 and the rise and transformation of the mammals. From it was born the once-new world we recognize and sometimes love. A thin layer of the element iridium is sprinkled across the planet, marking that event and the boundary separating a world familiar to dinosaurs from one more familiar to us. Many now claim that we’ve entered a new geological epoch called the Anthropocene. Since epochs typically last hundreds of thousands to tens of millions of years, I’m struck by the sheer optimism of that designation, which I find both endearing and repellent. How innocent and how hubristic that we think it’s an epoch! It strikes me as far more likely that the Anthropocene will have been a boundary event like the impact at the end of the Cretaceous,62 marked by a layer not of iridium but of plastic, and distinguishing yet another new world from our now-old and familiar one. This new world may not be ours. It doesn’t need to be ours. A new world which includes us can’t only be ours. Like the dinosaurs, if we63 are to persist, we must become something different, something smaller, something which, though almost as light as air, nonetheless greets mo(u)rning with song (slide).64 61 How to read “or”? Transformation may be an alternative to extinction, to an end, but it is also a specific form of the end. The first reading reads continuity where the second reading reads discontinuity. 62 The Anthropocene as a boundary event was initially suggested by Scott Gilbert, per Donna Haraway (2015) Anthropocene, Capitalocene, Plantationocene, Chthulucene: Making Kin. Environmental Humanities 6: 159 – 65. 63 Don’t overlook that the pronoun in this final sentence, despite its seeming stability, refers to things in flux. Its referent is changing (as is characteristic of pronouns). See also the footnote on p. 16 about translating “il faut (bien) manger (le bien).” 64 Every new beginning also marks a loss. 23 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Transcripts—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Description An account of the resource Items in this collection are part of a series of lectures given every year at St. John's College at the Santa Fe, NM campus. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data pdf Page numeration Number of pages in the original item. 23 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Clima(c)tic Change: Twenty Million Hands and the Living, Wavering Globe Description An account of the resource Transcript of a lecture given by tutor Llyd Wells on April 19, 2024 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "Climatic change demands of us climactic change. We have yet fully to admit it. Perhaps we never shall. Can we be serious about climate change? How? That's the core of this lecture, which will try to be serious scientifically, philosophically and literarily." Creator An entity primarily responsible for making the resource Wells, Llyd Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2024-04-19 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource Climatic changes Relation A related resource <a href="https://digitalarchives.sjc.edu/items/show/7925" title="Audio recording of lecture">https://digitalarchives.sjc.edu/items/show/7925</a> Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_WellsL_Clima(c)tic_Change_text_2024-04-19 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/b84a8ec51260b95073001201237bb3f8.jpg 1b3a562d7f943d62bdac1ab94613461c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 20.5 x 25.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Collage Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-1136 Title A name given to the resource Collage of Faculty and Members of the Board of Vistors and Governors, St. John's College, Annapolis, Maryland Description An account of the resource 1 collage of photographic prints : color Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource Nelson, Charles A. Delattre, Edwin J. Cave, Ray Smith, J. Winfree Weigle, Richard Daniel 1912- Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/a4eb87a8597a3b00bb76304ca20151d8.jpg 75707f430584f2807e208fd7e4e684e0 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 20.5 x 25.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-2180 Title A name given to the resource Collage of Faculty and Members of the Board of Vistors and Governors, St. John's College, Annapolis, Maryland Description An account of the resource 1 collage of photographic prints : color Date A point or period of time associated with an event in the lifecycle of the resource 1980 [circa] Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource Delattre, Edwin J. Smith, J. Winfree. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/cad4319b85666488eaf523e0f90ee23c.jpg 9df7805339efae7fba2cbf563b85f012 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 20.5 x 25.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Collage Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-1137 Title A name given to the resource Collage of Members of the Presidential Search Committee Description An account of the resource 1 collage of photographic prints : color Date A point or period of time associated with an event in the lifecycle of the resource 1979 Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource Nelson, Charles A. Delattre, Edwin J. Smith, J. Winfree Bishop, SharonWeigle, Bart, Robert Sparrow, Edward G. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/76629d13b17eb43565e882d0d071745a.jpg 3719e979e3caaedf50c49929fb0513dd Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 20.5 x 25.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-2178 Title A name given to the resource Collage of St. John's College Faculty with McDowell Hall, Annapolis, Maryland, and Santa Fe, New Mexico, Campus Description An account of the resource 1 collage of photographic prints : color Date A point or period of time associated with an event in the lifecycle of the resource 1980 [circa] Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource Smith, J. Winfree. Delattre, Edwin J. Nelson, Charles A. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Presidents Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/8ae54ab6befa6c2609569288d8fe43aa.jpg 52f7bc676f3f491d7d6c3d7a4c2a986b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 21 x 28 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0328 Title A name given to the resource Collage of St. John's College Student Activities including Students Playing Basketball in Iglehart Hall, Musical Concert, Students Playing Baseball on Back Campus, Students Playing Tennis, Students Dancing, Students Sailing, Students Building Boats Description An account of the resource 1 collage of 7 photographs : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1940-1941 [circa] Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource St. John's College (Annapolis, Md.). -- Students. Basketball Baseball Tennis Dancing Sailing Boatbuilding Musical Performances Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource pdf Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Hodson Boathouse Iglehart Hall https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/31b5dfb5ce39e22d2861c0d799a0787a.pdf fb2ae5534cc7f9e3df8a6a6984492696 PDF Text Text ,~~~~~~~~~, j ! ~~, ~ �1966-67 * * * * * * * * E St .. s * * * ��be sure that I and I is �your fellow gymnast and most d Which is? remember, we statements with our search the THEAETETUS Yes, and the suitable one we established a ive statements and continued procedure reached our definition tell had ourse, imititor Theaetetus him somewhere within the THEAETETUS STRANGER we noted that it was precise he was so to track that while the see because ls the reason that t �3 region is so. bri.ght, the Sophist is difficult to see beca;use he takes refug·e in the darkness of not-being! 1 THEAETETUS: STRANGER: That is exactly what we said. And it . was at this point that we hit upon a· big obstacle .. THEAETETUS:" Which is? Oh, of course, you ·mean the ·u nderstanding of ·w~a·t ·r~f! 'meant by Reality and unreality. 'STRANGER'.: Precisely, :my · good friend, and atthough this proved to be quite puzzling, -we managed to force our way through the argument at hand and bring to light the existence of false statement and false judgement, thus proving imitations of real thing~ 2 possible which would account for the existence of an art of deception. THEAETETUS: Exactly. STRANGER: But I am afraid we can no longer ignore this (the of Reality) if we are to ascertain the Philosopher, for he in only one guise and there is cnly one way to find him. meani~g appear~ THEAETETIJS: I agree. STRANGER: Then let us try to get at the meaning· of Re.a li ty and 13 also at ~he 1 ~istinction the Friends of Forms make between 'Becoming' and 'Beipg', . because it is here that we will find our IJl&n ... THEAETETUS: I am very anxious to hear what we have to say. STRANGER: I am too, but we must riot let our anxiety get the best of us and cause hasty replies, for we are dealfng with fragile material. I am a bit apprehensive that perhaps our arrogant desire to learn the Truth at a11 ·costs will lead us to disaster as it· did Oedipus of Thebes and so many others who made good copy for the tragedians. But I am willing to continue, if you will endure to help me as you have. THEAETETUS: You can be sure I will for it is most ·important that we understand these'things and complete our job. STRANGER: Very· good. Now do you remember what we said earlier this afternoon about the distinction between 'B.f--:oming-, and· :.•Being'? THEAETETUS: Vaguely, but I do recall a little ·mor- clearly e something· Socrates said to me yesterday about this same subject. you like to hear what he had to say? STRANGER: I would indeed. Nould �all as who maintain these visible are the we call the Friends of Forms, who assert are c and cannot be perceived that must be perc the latter is the invisible forms and is virtual I think the distinction the scme we said earlier this you would we must c t made is more or ess what I THEAETETUS a THEAETETUS: is necessary it did as they are this in terms lines c ,.,. ....u..,,..... ,,... of the ment. this is one interior a transversal are less that side decided that it wil converge s converge more and more will eventual meet. world we could if we of the statewith convince tha �5 the 'Being 1 , the changeless, and the true philosophers must seek the Truth in that area~ 7 STRANGER: I think you have something there, Theaetetus, and I agree with you. I could never see ·how11fe could have true knowledge of something which is constantly changing, and now that you have given me an example of ·a sort of knowledge outside of our sensible world, I think you have convinced me. Yet, I don't think we are ready to agree completely with the Friends of Forms. THEAETETUd1 Why not? STRANGER: I think we agreed that they make a separation of the Ideal world of Forms from the T~ny changing things we detect with our senses. l~ have dealings with.~ecoming by means of the body through sense, and with Being by means of the soul through reflection. According to them, all Reality is changeless. But we objected that the perfectly real should not stand devoid of intelligence and hence , life and hence, soul, and that these things necessitate change. And it was here that we said, somewhat perp12~ed, that Reality is all that is u~changeable and all that changes . Do you think we can now make sense out of this statement? THEAETETUS: STRANGER: I think we can. Good, but why do you want to? THEAETETUS: Because the real ~~ the Truth, and I think it is a good hunch that the lover of wisdom will be found in this area. STRANGER: But is a man still a philosopher i£ while seeking the Truth, he is looking in the wrong places? THEAETETUS: What do you think? STRANGER: I am really not s ur e , but i f he is, the n I don't think our definition of Reality need be explained or understood any further. But perhaps we had better try to begin our definition of the Philosopher. leaving these questions temporarily unanswered. THEAETETUS: I agree. STRANGER: Let us begin as we did with the Sophist by asking whether he is a man having art or not having art . THEAETETUS: STRANGER: He is clearly a man of art. Would you call virtue an art? �6 THEAETETUS: I am not sure I understand -- the question as I should like. STRANGER: nell, we call medicine an art and we say the physician has art for he has studied the nature of ·the ·subject he treats and the cause of its actions and can giv~ a rational account of · ea~h of them~ 2 In a $imilar fashion the angler has ·art for he has learned the trade of angling and has thus become skilled in it. · Now does a virtuous man have art, I mean . a certain art that makes him virtuous? THPAETETUS: I don't think so, beca~~e I think men are virtuous by birth, not by any art they might acquire. STRANGER: THEAETETUS: STRANGER: THEAETETIJS: STRANGER: THEAETETUS: . ·TRANGER: THEAETETUS: STRANGER: nmAETETUS: Precisely, and would you call philosophy a virtue? I suppose so, .in c onfrast to an evil ~ 4 And the Philoso_pher a .v irtuous man? Yes, indeed. In all cases? Yes . Then would you call philosophy an art? No, it couldn't be. And wcnld you say the ·Philosopher possesses a special ·art? Of cc..urse not. STRANG.ER: Th2g if he does not have an art, he must either have a science or a nature that makes him-a philosopher. THEAETETUS: Yes , of course . STRANGER: Now I don't think we would say he has a science, because science implies a certain knowledge of something. THFAETETUS: I certainly would not, for the Philoso_pher claims that he knows n~thing, and he is never satisfied with what appears to be knowJedge. 6 STRANGER: Then we cannot deny that he has a certain nature that makes him a philosopher. THEAETETIJS: mean by nature. No, we cannot, if you will explain precisely _ what we �Ever theories ommon of asserts that in the universe to consist of fire that a 11 these The and ins of art. Art takes and from these models we ca 1 them a sense, what was there man is or evil coward that is nature all inherent characteristics and I here the we so. is essential clear is a at does THFAETETUS of course. STRANGER s inves TE5AET:STUS THEAETEnJS STRANGER is he this a c THEAETETUS those THEAETEnJS are inves sake and those �be said the t can .. the THEAETETUS must be the true none other have THEAETETUS man a true instinc where to look. Like the endless darkness to the see .. seeks once task the THEAETETUS ear a master of Dialec I that �Cii.'2•.,,...i~ .... to one genus and divides this division that rea whose natural is skilled seeks let THEAETETUS This �which Can you now define also the soul must be Cert a which in clearer terms? is all tha ike agree is �Cf art dee �c the Elea tics but Theaetetus, 152e. has of course tes the invisible the intercourse Cf iscussions are children can be virtuous, and the basis behind tha Socrates Meno an overs �If Plato were confrbnted with the obvious contradiction in his dialogues, he might have explained it by claiming two different types of virtue--manifest and latent. A man can be born virtuous by nature, but if he is latently virtuous, then he will only appear so if his virtue is brought out either by divine intervention or by a 'midwife' of virtue. If a man is evil by nature, he cannot become virtuous by any means. Part of Socrates' task is to bring out this latent virtue · from the boys with whom he discourses. 24. Is there any fault you can find with a pursuit (philosophy) which a man could not properly practice unless he were by nature of good memory, quick apprehension, magnificent, gracious, friendly, and akin to truth, justice, bra.v ery, and sobriety (Republic VI, 487a)? And from this source (sight) we have derived philosophy, than which no greater good ~ver was or will be given by gods to mortal man . (Timaeus, 47b). 25. ~VCl), nature, natural quality, condition, character, natural_ bent. 26. Cf. Republic V, 475c. 27. Cf. Timaeus, 53b; ,/ 28 ~ :r ~ X.-Y r[l d,artif icial. 29. Cf • . ~ X, 892c X, 889b. ' t ,/ From)\\t.}.-V7(, art, skill, craft. (meaning of nature). 30. I found this argument some\'rhat lacking until I accidentally came upon a passage in the Phaedrus which seems to clarify a good partion of the dialogue. Although the clarification comes in the form of a myth, I think we can, nonetheless, take it for what it is. Socrates relies on myths of the soul (cf. also Republic, Phaedo, Gorgias)tod often for us to consider them mere fable. From these myths we can detect a strong belief on Socrates' part in the immortality of the s~ul. "Reality lives without shape or colour, intangible, visible only to reason, ,the soul's pilot; and all true knowledg~ is knowledge of her." The soul beholds Reality~ "the real knowledge whose object is the truly existent,'' and can continue to do so ''until it is unable to keep up with the train and fai~s to catch sight of Reality." It is then the Law that such a soul be planted in a human being. ''Every human soul by reason of its nature has thus had a view of Reality .•. The one ·which has seen the most reality shal_l at birth enter into a future seeker.of wisdom." Phaedrus, 247 ff. From this we see that man is a future philosopher by nature of his soul; in other words, his profession is predetermined. When we consider that Socrates believes that the true Philosopher will aim at the whole truth from his earliest years (Republic VI, 485d) . it becomes clear that the Philosoprer is not a philosopher by any art or science, but by his nature. 31 It should be noted that the type of philosopher they are discussing is the true Philosopher who investigates alone. Although we refer to Socrates as a philosopher, he is only acting in his capacity as a philosopher when he is alone. There are two good examples of this philosophic contemplation in the Symposium, 175b, 220c. �discuss necessitate 34 35 discourse Phaedrus, as species that Plato He states that both that �A Spiritual Education ( or on fear and love of God ) by M~deline McDonald Introduction: The creation conti~ues. God never created a thing imperfect. Things which seem imperfect are simply not yet complete, for creation is by no means instantaneous. In the garden when man first knew of God, man's crea tion had just begun: he was ~n infant. Man had to grow up and return to God his Father, because his childlike familiarity with the Father was insufficient for the understanding--the true kriowledge--of God. Thus man had to fall away to explore the Wilderness inside himself in order that someday he might obtain his childlike state again, but with awareness. In this sense man creates himself, for it is his own struggle as well as God's to complete the creation or be created. God, through Christ, taught man that when he had returned and understood himself, he then shared God!s company again, for he would know that he is part of God, and that his spirit has the· form of the Holy Spirit, and that his body is the body of Christ. He would be complete. This is what man learns in a spiritual education, and what he could not . have known before in the Garden . This journey or exploration of the Wilderness is the motion of God's creation. God remains the same forever, but from points along this journey, man understands God differently. It is man who changes--man's understanding of God that. alters. Nhen man has come to rest,. being with God, his understanding is complete, his creation is done, and change ceases. But it is this motion, developing in the testaments of the Bible as the shaping of an individual soul which I shall explore. The movement from the Old Testament through the New Testament is man's shift from fear of God to love of God. This change is neither sudden nor total, but it is there, consti.t uting a vital part of tnan's understanding. The shift materializes in Christ and is immortalized in his reserrection. Since the essence of the developement of man's conception of God rests in man's relationship to God, it would seem fruitful '. to examine those very instances in which God and man confront and deal with each other. The first example of this is in Genesis 3: 16-20 in Eden as God expels Adam and Eve. To Eve God says: "I will greatly multiply your pain in childbearing; in pain shall you bring forth children, yet your desire shall be for your husband, and he shall rule over you." Now that Adam and Eve were like God and the angels, knowing Good and Evil, they would have to understand what it meant to create. The fruits of the tree of which they ate were integrated with their creation, which was just beginning. The obvious feature of the curse came true. The women of the Old Testament (Sarah, Rachel, etc.) had great problems with birth. They were not always �16 • able to have even one child, and when they did bear offspring, it was only after long waiting and much faith. Likewise, every kind of producing and creating became extremely difficult. It seems that the things now desired could never be obtained in oneness as in the Garden where all were in harmony. Now the thing desired was not only out of reach, h ~t had dominion over the desirer. There could be only terrible pain resulting from such srustrated want out of which is the child. Ideas-children of the mind--are described by Socrates with the midwife metaphor in the Theatetus as equally painful to bring forth. Through ages of such pain, one might well appreciate the simple original blessing "multiply and be fruitful", and come to understand what was lost, then regaining it. This was a cursed but singular way man might value creation since he had some knowledge of Good and Evil. To Adam God said: "Because you have .listened to the voice of your wife, and have eaten of the tree of which I commanded you 'you shall not eat of it', cursed is the ground because of you; in toil you shall eat of it all the days of your life, thorns and thistles it shall bring forth to you;· and you shall eat the plants of the field. In the sweat of your face you shall eat bread till you return to the ground for out of it you were taken; you are dust, and to dust you shall return." God states very clearly the difference between man and Himself. Man shall return to dust because he is but dust. The substance from whic h man was made has been cursed, and man must return to that substance as it is now cursed. The estrangement is painfully obvious to Adam, and man fears God for the first time. All his work shall be but thistles and thorns. As Emerson has put it in his essay on selfreliance, " ••• though the wide universe is full of good, no kernel of nourishing corn can come to him but through his toil bestowed on that plot of ground which is given to him to till.'' Adam's curse is much the same as Eve's, filled with frustration and uncertainty. Their one course of action is their only deliverance, but it does not necessarily 'd eliver. The first child of Adam and Eve is Cain, tiller of the ground, and testimony of the curse. Nhat he brings forth from the ground is not accepted by God (Gen. 4:5) and Cain, killing his brother, brings but pain to his parents who brought him forth. God had said to man upon making him, "Fill the earth and subdue it, and have dominion over the fish of the sea and the birds of the air and over every living thing that moves u~on the earth." To Cain God had said, "Sin is couching at your door ; its desire is for you, but you must master it.'' However, according to the curse upon his parents, Cain failed to master sin, and became its servant. *1ike a living animal �17 In Genesis we see man jolted out of a harmonious world and faced with the problems of the earth, much the same as a child torn from the womb into the harsh and noisy worl,.d with whic:h he must soon cope. Murder is, naturally, a bad start, but later, as .we mught expect, there are other men who better understand the words of God. Things we do r.o~ understand we generally fear, and the fear engendered in man at this point occurs because man's comprehension of God is embryonic. God, however, is no more trying to hurt man than a mother wishes to hurt her child when she bears him. Yet .the child must still be expelled from the womb in order to be born, just as man must be expelled from Eden. That is a major part of the birth. Future pain and stdfe are predominant in the :· expulsion, for man is setting about learning. and nothing can make us .so aware as pain can. That man fears God is perhaps unfortunate, bu.t inescapable, for he cannot understand. · Let us look at Abraham. Here we see the making of a co enant, which by definition is ''a ·binding and solemn agreement made between two individuals or parties." God and man are agreeing on something, which is one very positive step in the spiritual progression towards God. There is not yet ''Law", but God singles out Abraham, commands, and instructs him to do His will. In Genesis 20:11 A~raham has told ' Abimalech that Sarah is his sister rather than his wife f~t fe~r that · his life be taken for desire of Sarah who was once v~ry beautifui ·and who is still evidently very desirous. W hen the truth ·of the matter (that Sarah is Abraham's wife) becomes apparent, as God teveais it ·to Abimalech in a dream, Abraham is confronted and asked," hThat were you thinking?" to which Abraham replies, 0 There ·is no fear of God at all in this place, and they will kill me because of my wife." According to the next scene in the mountains of Moriah for which Abraham is famous, an angel points out that he himself is ·a truly God~fearing man. And yet this God-fearing man allows his wife to suffer adultery. Nevertheless, that adultery take place seems inevitable: whether Abraham says Sarah is his sister or not, she will still be taken. If he says she is his*wife, not only wili she be taken, but also will Abraham be killed. Abraham's choice is a dilemma -- the lesser of two evils -- and the first instance in the Bible in which the distinction between the sin of omission and the .sin of commision is delineated. Abraham was told by God to travel into this country, and he did not give up and refuse to obey at .the .f irst and recurrent problem. Instead, he dealt with it as best he could, trusting the rest to God. Abraham thought i t better that he live and his wife be taken than he die and his wife be taken. He did not really commit any sin, merely omit a possibly greater one. (As 'Abraham mentions, he was not •ctually lying: Sarah happened to be his half sister.) Also, God gave Abraham no indication that he had acted wrongly, for the same incident occurred twice. On both occasions God interceded for Abraham as he had trusted God to do, so that both the Pharo and Abimalech restored Sarah , along with gifts. A great deal of ration.a~ization seems to exist here, hut one wonders just what else Abraham was to do without childishly (and almost angrily) placing the entire · ~atter in God's hands, * It is true that the only reason why they would kill a man for his wife is that most men would not even when faced with ~eath permit their wives to be taken, as would be the case with Abraham. Not ac~ively would he let her be taken, only passively as he did. �senses because he does Himse to Abraham "know" made it Abraham Abraham in posit instance and Issac his Son God the New Testament. similarities to the wood of the burnt own cross land of Moriah is Jerusalem. Issac for cover me grown he is born his mother are ivided; the elder shall serve the younger than the other Jacob is the Esau Esau is a l:fuen God blesses the latter nature power, he is man with the characteristics S ig nature The lord is a �that means the first time Jacob prays think of no way to combat such trick he prepares himself acate seem to have but After Jacob's prayer God does a and Jae prevails Jae is torn between and prayer he says father Issac and s didst sa descendants as the sand the unnecessary t means �the tent, an "when Moses entered the at of to Moses. Thus the ��22 atonement and forgiveness whereby the community is restored to its wholeness and reconciled to Him. In Leviticus we find very carefully described the burnt offering , the cereal offering, th~ peace offerin~ . the sin offering ~ the guilt offering. Man is asked by these acts ~1f oblation to decide within himself how he has sinned if Pe has sinned. He is asked to put himself on the c.~~ss, which requires honesty with oneself, and honesty with God . In fine one is asked to summon humility of the heart: "If they confess their iniquity and the iniquity of their fathers in their treachery which they committed against me, and also in walking contrary to me, so that I walked contrary· to them and brought them into the land of their enemies; if then their uncircumcised heart is humbled, and they make amends for their iniquity; then I will remember my covenant with Jacob .•• '' (Leviticus 26:40) Generations later we see that it is this very humility of the heart that Job does not possess. Job has lived a life according to the commandments of God, done all those things required of him, and in that he questions why evil plights are then suddenly brought upon him, he lacks humility . It does not seem, however, that Job is being punished for lack of humility which he did not lack until he was punished. Rather, Job's condition exemplifies another step in the spirit's growth toward God. Job is expected to question God's equity and per fection. He must in order to discover that God is perfect . and not one to be questioned. It is not enough that a man be good and right eous; he must also be wise. In this wise it was necessary t}:"lat Job be pushed beyond the extremities of his comprehension , because he thought that he could comprehend God's ways, and he had to be s}:"lown that he could not. Job was shown that good people are not necessarily rewarded nor the wicked necessarily punished--that God's justice is not subject to human reason. Job's fault was in thinking tPat because he was a good person no evil should come to him. So for the first time man questions God's very motives. Man heretofore had questioned God's actions~had begged Him to be compassionate with cl earl y punishable people--but no man had demanded to know why he received a certain fate. No one had ever felt Godts actions or motives unreasonable. No man had condemned God that he himself might be justified. (Job 40: 8) V see the same neces•ity for condemning fe God in ~hristTs crucifixion. Christ was condemned and crucified that man might be justified. If no one had condemned Christ, He never would have been resurrected, and so man could not have been either. But that was not the will of God, and likewise was it not the will of God that Job remain in ignorance of the complete incomprehensibility and omniscience of His ways. This is how we may understand Job's condemnation of God as being a step forward. Directly, it is a preparation for Christ's advent. Christ is as close as God and man can ever come to each other: identity. Being both God and man at once, Christ says and shows that �23 it is godly to be perfectly manly, for he· is perfect man who is also God. For the past ages recorded in the Old Testament God ~as prepared man for the immortality and completion that is now accessible t.o Hm. '.T he past lffe of an individual spirit has been shaped to be reborn. Man now has a concept' of what it means to , be part of ;God's creation: Crrist is begott.en Son and created man. This puts the kingdom of heaven eternally in t~e midst of us, leaving·man the choice to enter 'it at any ti~e if h~ but realize that it is there (or here). That realizaiion may come to an individual by dev~loping the spiritual education outlined in the relationships contained in the Old Testamen~ with their fulfillmeni in the NeJyestament. · This outline . seems as well to be ;one that every spirit among mankind may follow. We see the birth, the acceptance of life, fear, an interim of doubt and question, the darkness of the soul, and a rebirth which produces conviction and love or charity. Christ embodies this rebirth, since we are told in the New Testament that one must be childlike again, innocent and unafraid, yet with the original potential faith now formed to enter the kingdom of heaven, which :hrist makes possible. Let us now see how Christ made that possible and what this might mean. Insofar as every human being has a tendency to worship something, we might say that this love of the divine--this formless faith--is present by nature in man. This is the status of the faith of a child, and of a spiritual child. Formless fa ith has in it the potential to produce the greatest of saints, yet for the products of this faith to manifest themselves the faith must be formed. Unformed faith is a feeling or sense of God, whereas formed faith is the knowledge of God which occurs when God has spoken to the faithful one, and has moved him with the Holy Spirit. Accordingly our faith is formed by speech and emotion, and is thus expressive and moving: faith of the spirit defined by the Word. It is said in the beginning of John's gospel that Christ is the Word of God , so that with the addition of the word--the faith of the mind added to faith of the heart--which is the bodily form of ttie faith, we are said to be part of the body of Christ. This process intimately involves tP-e education of the spirit, for it is the process by which the spirit takes shape in us and we in it. Now it was not possible for man to be part of the spiritual body of Christ until Christ came, bound to both man and God. Thus when Christ took all men's sins upon himself and crucified them with his manly body, he no longer had a living body, but an everlasting body, which partook of no sin but only of the form of the Holy Spirit. And his love of man, immortalized in his crucifixion, made possible his return to his seat at the right hand of God the Father. When Christ brought his "Grace and Truth" which is God's love for man, he made it unnecessary that man be crucified and suffer death in order to be reborn. Christ did this upon the cross once for all men, though they remained alive in their physical bodies as well as in the spiritual body of Christ. As the Word, the spiritual body of Christ, the form of man's faith, returned to the Father after dying for us, man was left inexorably bound to God, thus all being sons of God. Previously, man had to C1'tlcify himself under the burdens of the Old Law for the guilt of his sins, and the Law made provision for this in the acts of contrition before mentioned. Th~ Old Law never permitted the freedom and love that Christ offers, for fear predominated man's spirit, yet it foretold of the crucifixion of a divine nature by causing us to crucify ourselves with guilt and to sacrifice part of ourselves and try again. No~ if the purpo$e of sin is to bring about guilt, and through our suffering a~d subsequent repentance a greater understanding of·' goodness, then ·chr is t, in bearing our sins and self-suffering for us, took away the form and purpose of sin, every day �makes us his He rebears us sinless and innoc new state of innocence and our bodies his words. Christ of heaven and in a realized one. He makes us us the realiza tha this sense is called the at any The Word may be reborn into the which It was evoked, and travels back to the love le is likewise the indireturns to Chris t we may be reborn many vidual c out ever of man .. the fact that Christ does take away our sins and that this is the that eaves us innocent is not believed, clear Christ does not die those of us �LEIBNIZ' DOCTRINE OF SUBSTANCE by Harold A• . Himwich Leibniz' system contains so many remote novelties which seem to bear no connection to one another that it is difficult to know which of his doctrines are the most .,f undamental and hence the most > worthy of study and which are only consequences of the former. So viewed, his system appears to be an impregnable f<;>~. tress into which the ·attacker can hope to go only by the discovery of some seq:et .passage.· In seeking ;this entrance, the possibility of success is given over .e ntirely to . chance~· Although the goal may eventually be obtained in this manner, . it would seem more prudent to make an entrance instead .of seeking one so that success will be assured. Care, however, must be taken not to do violence to the system since possession, not destruction, is the aim. Possession is assur~d if one forsakes the view of the system and investigates only the grounds on which it is built. With an understanding of the foundation, the r~st of the system should, if ·it is truly~ system, follow as a consequence. The problem, therefore, is to determine precisely what this foundation is. Unfortunately, this problem cannot be considered ·as solved until the entire system is shown to rest on whatever is claimed to be the foundation. This paper cannot accomplish such a· great task. Its object will be simply to make a guess at what the basis of l.eibniz' system is, investigate its nature, and finally to give the guess a semblance of likelihood. The true .b eginning of Leibniz' system is that which embodies the first principles and highest causes of the world or of being in genera 1. Not even Leibniz, however, has immediate access to these principles and causes. Belonging to the world, he is surrounded by the results of the things he seeks. The discovery of them rests entirely on a careful study of the nature of being. And if they are to be discovered at a11; this study must at least show .that beings are caused. Even if being does not show itself to be caused , Leil;miz is constrained to begin with it. Hence, i t will be no ·surprise if the s~udy of being reveals the foundations of his . system. Leibniz sets out to study being with the assumption that all true predication is founded on the nature of things. In other words, a true proposition with a subject and ; predicate gives a reflection of what the nature of things is. For example, the proposition, ''Kings are men," reflects that a certain predicate, 'men', belongs to a certain subject~ 'kings•. It is true because . the notion of king contains in itself . the predicate man as a whole contains a part. l.eibniz gives to this kind of proposition the name, tnecessary', since its contrary implies contradicti6n . Its saliedt feature is that i t .relates two attributes.· and hence no assertion of existence needs to be ma(l,e ..in claiming its truth. The necessary proposition is, however, but one of .two kinds of true predications. �The since without Alexander s lexander since there is in the mines his existence and hence the c without contradiction In general, c of f ac be otherwise so is The since all of this substance assertions statements re s some externa the more fruitful the two kinds an individua substance or to its nominal definit an are ass whic else. Since all statements c assertions of existence and those are all much more substances, fol for it is the nature a substance but the state of ate since it is words, the very notion involves can be es theresubs ta nc e cannot be created substances may be ther its existence and very least, it may be said that a substance which persists and is in fact a Statements c an assertion substance that of A covery of substance as c that i t states arrive tions In the case of necessary statements it was out that a necessary ate was in the notion of the t.. This connection way substances so tha the be in the of the The fact makes it icate is ever a is, because dicate of that Similar a 1 other states qua a the same contained in him as a s t so that Alexander are of The notion of Alexander that to these However, is �27 predicates must have a certain order. For example, the Alexander who first dies and then conquers Darius is not the same Alexander who has those predicates in the reverse order. From this example it is also clear that without a certain order the deduction of all the predicates that a substance has would be impossible. The predicates of a subject must, therefore, be conn~~ted in a certain fashion so that all the predicates can be deduced in their proper order. Because of this sequence, a substance may be defined as that which has a notion complete enough to suffice for the deduction of all the predicates of the substance to which · the notion is attributed. It. is clear that the nominal definition follows from this, for the notion of a given predicate does not give any grounds for attributing it to a certain subject ·a nd this attribution to a subject would be a predicate of .the subject which could be furtrer predicated of something else. This new definition, in addition to u~holding the old, has the singular virtue of necessitating a hypothesis of internal force to account for the changes that a substance undergoes. Although it appears less con~rived to say that the reasons for a substance's changes are external, it is an ultimately untenable hypothesis. One would either have to maintain that one predicate was the cause of another which is not at all understandable, or one would have to posit some entity between two substances which al though not a substance would have so·me claim to being. This view would utterly destroy the doctrine that.Leibniz has developed on his assumption of true predication. He bases all being on this doctrine and to admit a real causal connection between substances or their states would be to undermine that doctrine since true ptopositions expressing this relation would not be predications. No greater disaster could befall Leibniz' system. Now only the inside of a substance need~ to be investigated to find what the force that accounts for change is. Knowing that a substance is a subject of change and that i t has its predicates in a certain sequence, force must involve the connection between the predica~es. The changing predicates themselves cann,o t account for cha·nge for then the :awk~ard question of how a predicate can cau~e another w6uld again arise. It is in the nature of substance that a principle of change must reside. However, it would be a mistake to identify the force with the substance itself for whether the force be held constant or variable it is clear that a particular force of a substance must b~ · an attribute of a substance. Force, in other words, is that which characterizes substance without being substance itself. Force is that quality of a substance which determines the relationship of two predicates. It is not simply this relationship but rather the connection of the relationship. Thus force is neither the predi'c ate that will be nor t .he predicate that is; it is what ., is in between them. For this reason, force can only be reckoned by considering the predicates it determines which is another way of saying that it can only be measured by its future effects. The force being determined, however, a sufficient reason for change is provided. This is clear in the case of the human soul for which the force is the desire for the apparent good. The antecedent state would be whatever state belongs to the soul, and the succeeding state would be the perceived apparent good or an attainment of some degree of it. As a sufficient reason, then, force provides that a change occurs, determines precisely what the change is, and finally states why the change occurs. · · �Just as the definit sitate the doctrine to another tained in the second. substances a contradiction Because number the firs respect to is a blatant contradic from every other esis id en tic ates c ~'"­ identical arises on account of the assumand dist inc at 1 east with to with the first ich substance be distin- In what has in general have been shown of of substances It has parts, that the and destruction divis nontheless have tes, that that determine the sequence te s it and that each one is from every other substance. It is now claimed tha this doctrine of substance which the are parts is the basis Leibniz' in tif ied the fact that the here discussed virtua make the first For this reason and the fac that as a led to with to realm of the guess I wish discuss two consequences is a which Leibniz into service after centuries which is interes in view of Leibniz s The other is a consequence which Leibniz not admit and which tends to des reminiscence. There is since the human soul is exists but also of what cannot then the substance would be Leibniz denies a rea causal connection between the and the ts themselves. However, because of his notion a substance, he is able to maintain that the ts are known. Unfettered this doctrine substance able to reverse this position and maintain that a ts are the cause the ts remain unknown. Fina there remains a stance that makes it ible Leibniz~ definition of subdisc �29 that the +-ion stance is to exist there must be some existence This causa sequence cannot infinite regress result and necessary to posit to an end ,.,..,.,,.. 0 .... since tht:·1 would exist It is so tha sequence is the makes the The has removed a individua discovery of the c use of which cannot theoretica ���l2 s is of this sort second alternative as a ome this could mean. The first alternative therethe i ts elf which is found restate the ques an extrinsic in some way into a and ordered universe but which is somehow out of e which causes evil? We seek an ient or a final cause. the heart unnatural would have to admit cult to understand wha A response in terms of an discussion man's nature as it cussion will have encompass the character s exc ient cause can in the This dislook on nature and a discussion is ca led From the characters in there emerges a consistent at firs e seems itself a nature and man's nature is of nature This sense, for some Hence we the awesome division Lear and to no other pers'On, for is While this may Goneril or to s ethics in the way that mants nature is meant to be The is he cannot be another member of It is responsible for and what dictates his ica and hence may appropriate be ca his materia In that a nature does not man exis ritical that is necesYet, we know from is natural materia desires. Such a of man's nature if this were nature be similar to Hobbes view of man in the state nature and identical with Edmund's view of man in relation to Nature Nature sanctions the s and crushes the weak Her ca and a iance is to the naked and this nature is responsible eful desires as unburdened crawl towards death"? i How this material nature is to be There are hordes of references in with the beast and al these references cruel, savage and able The very fact, however, that this materia nature is looked upon with such disdain does not that it is opto what man's nature should be or equa to real is rather that be controlled mants nature �33 This other nature is a result of a growth on man's part of a feeling of otherness. While it is difficult to characterize precisely what this feeling is or why .i t is felt, its manifestation is· · that man does certain things that repudiate his primal animal nat\,lre. Given his animal nature, man as animal would form associations with other men only insofar as he is motivat~d by physical considerations, '· i.e. ·wolves. gathe·r ·in packs to hunt. Given this other na tur;e, man forms associations with · ·o~ther men from pure 1 y human cons idera t ions.· ·He creates, socializes, organizes, etc. We may therefore say that he does have a. nature that distinguishes hiilr from the beast - a human, social or spiritua~ nature which leads _him to react to both what he himself is and to Nature. This =reaction, to a · large extent, is contr~ry to, or at least other than Nature; tbat is, man through his nature becom~s other than >what he is. In order for him to function properly or for him to be proper~y called 'Man' it is necessary for him to be cognizant of both th~se natures. If he is not, or if he thinks of himself in terms of the·one and not the other, he cannot . be said to know himself and may actually become other than what re is.. His fault consequently abides in some internal · confradiction in which be· app•ars to himself consistently in a certain way; an internal contradiction resulting from giving a thing (like himself) an improper name or, not k_ owing an object n before a name is applied to it. The cause of evil is not therefore in the character's nature -but in his understanding of it. The caµse of evil i~ blindness or ignorance or error which participates in non-being. We shall now have· to see whether such ·a conclusion which has in a way been applied to the tragedy from the outside is really justified. In order to see this, we shall apply the conclusion to some of the individual characters so that we may see what the particular ignorance or erro~ is in each case that causes evil. This discussion shall then reveal the larger th~me of causality and its relation to the ·tragedy as a whole. I. In the very first iScene, Kirig Lear expresses the mater~al desire to "unburdened cr~awl towards'- death". This desire he hopes to {ulfill by dividing the kingdom in three portions and bequeathing to his youngest and most beloved daughter Cordelia / t , e most opulent . third. It is clear_ a posteriori h that the only way for "future strife to be prevented" is if Cordelia and her would-be-husband, the Prince of Burgundy, alone manage ."the sway, revenue, execution of the rest" of the' kingdom, rulihg in Lear's name and hence having him fetain his authority. This I imagine · ": to have been Lear •s original plan, although never explicitly stated. The 'love test' (I,i,48-53) is the tirst indication of an in~erna~ ~~n­ tradiction in King Lear. He does not consider his demand an unnatural one, and thereby indicates that he does not in practice distinguish between the king and the father. Lear imagines himself, in other words, to be the father of the state or the king of the family. The state is simply a natural extension of the family, otherwise identical -with it except that it is larger. Now it is clear that this view is faulty but also clear that there had been no internal rebellion in the past to lead tear to ·suspect_ its validity. The parts of �ttered at this between in "fourscore and and to weed out the unnatural and has ends in The and ends are mind other Whereas moreover, the state is an is nature the is a combination both nature, the material and the social. When Cordelia is unable to a declaration of her Lear that she has acted that is that is as an animal, that is agains unkind that is; unnatura human nature and It is obvious that Lear believes the animal nature to man s human nature and indeed, contradic to it, and also obvious that he allows for no between them of course that the human or rationa rule the des Lear s proper names has been a be a status to the eg eg. He We have no is s I i our oath I i between that which is and that which seems i, He does not know the true nature of Cordelia s He does not dist~···--~·~·· state the hence, does and He does hence, alienates those 1fhile he himself is never characterized the course later becomes evident that if he is become a heal he must He will then be able to see that he is the concrete animal Lear, Lear s shadow staked on an ar has natura become Kent says Kill ic and fee bestow the foul disease Revoke Or whilst I can vent clamor from my throat, I 11 te thee dost evil. i the be �35 His reaction, while it. substantiate~ the above cone lus ion (Lear does evil to himself and others) is · also interesting in another respect. It sheds .l ight on how one rE?sponds "1ho knows precisely how evil is being done or how evil results from evil • . ·Kent spe.aks of" Goneril and Regan' as a disease; something .which arises and spreads when ~ system doet;; not function properly. He immediately realizes the danger that the king has placed himself and the state in. Kent's vision is keen and prophetic. He functions in this scene like Cassandra in the Agamemnon, as one who can only stand by horrified and watch evil being done. . . The second example is a much more difficult one_ One cannot be too confident in an analysis of Goneril and Regan because they never comment upon themselve·s and their actions as does Edmund. It is nevertheless certain that the final cause - ~f their actions is a desire for rulership of the kingdom. Included in this catagory is the _ desire for power, authority, supremacy, etc. They do at any rat.e present a consistent attitude towards King Lear . which may enable · us to point to their attitudes towards themselves. "He has vver but slenderly known himself" Regan says (I,i,292) during the early part of the tragedy, and Goneril later says (I,i,212) "Put away · these dispositions which of late t~ansport you from what you rightly are." Who this Lear is becomes ~vi­ dent t-brough·· Goneril 's frequent use o_ the word 'dotage' (I, iv, 284) (I, iv, 317) f (II, iv, 192) an_ through such statements as "the unrut y waywardness that infirm d and choler:i,c - y~ars bring with t~~em" (I, i, 297) and "Now by my life old fools are babes aga._i n :an~ must be used ~ith _cp3cks as flatteries ~hen they are seen abused." (I, iii, 20-) Lear is a poor, weak, ·infirm old animal who does not know his state and consequently should be governed by those who do. All his passions and affectations are -tQ b~ refe~red to physical ca.uses: ''Those that mingle reason with your passion must be content to think you are old and so" (II, iv, 229~) .Lear's . nature, his ~roper n~ture, is hi~ material nature. The only desire of his . that they grant is-ness to is that of crawling unburdened towards death. All his other de~ires (like that of maintaining his authority over his one hundred knights) are · u~natural, - i.e., not harmonious with his real desires. We can see that the King's social or human desires which are an expression of his human or social nature, they reject. To have such desires is · n~t to know yourself: Be then desir.ed By her that e~se will take the thin~~he begs A little to di~quantity your train, And the reminders· that shall still depend · To be such men as may besort your age, Which know themselves and you. (I,iv,237-) If this is a ~efinition of self- knowledge on their part , we must admit the foundation to be quite unsteady. If the definition is extended to all men, we must conclude that for all me~ to be wise they need only cater to their animal desire~. Ye t, if they only followed their a·n imal desires, how could _ they be properly called 'Men'' since they would be indistinguishab1 e from the beasts? Particularly if man's nature is his animal nature, we must as.sume �and wit all attributes that hea young animals This is indeed borne out Goneril especial her actions a disdain conventional She uses moral that weak mankind holds such inanities in esteem; lothes virtue and reason to fit her passion but when the clothes become c or are seen she is content to let what she thinks is her true nature, shine. Ace to the Law Nature, if an animal is he seeks in whatever way is most convenient and most easy. If c or seeks shel te:r.. This t understandable. '~111at is not understandable and what discloses an internal contradiction on their is that what is c alien to animal nature. The cause their actions seems to be in some way connected to their in a ion where can be Name-Givers a rl tion. If this is so, not are their desires and their die , but cannot, either their standards else's be said to know themselves What I am to illustrate wi become more Edmund The evil that Edmund does to others is as the result a power and supremac His his prospective evi should the maidenliest star in twinkled on This I take to mean, nature ' Edmund comment I am, had I ii the son, he imacy and Ace child is he who is inherit his father s estate As a custom Edmund "curios as a to one who admits in himse a human anima is not concerned with what it is called. Moreover, there indication that at any in the Gloucester and not Edmund. He most have had is material This does not is interes to humiliate himself a name the while bel that names do not accurate We conclude from these three to what it means to be a man about Other "base" na is have al tbe character s e lack , a more the that could be but I think that the �cone lus ions how the theme however is revealed in and examine any character in a disordered. This kind the itself confirm the the next section suffic ient that his soul was in some each character is the J:;Jrpose from within the IL and ident the to know and disorder is most should as a consciousness role he Like Tiresias in , he does not come wil are led to believe that he would, had he not been led life away Cordelia This one line "Since my young 's gone to is our first introduction to is and remember he is bitter We love the fool because he loves Lear to him a bitterness of method and a sweetness t of the fool s bitter-sweet qualities that cant and mysterious He obvious is not one is deficient ional court a both definitions his relations to says, the the fool s is "all-licenced" , the s bitter words. Observe Put away these Does any Lea which are me? .. who is it c tel Fool: Lear t The cause ness of aim be I~ar's teacher. It is his task to say absurdities in words means of puns: 1 as a or to br in general is He how names have been The fool is from a his theme; the reversal Lear s action divid a~~f~~~ �38 in half and ··then to the disruptive outcome of that action upon man, the state and the universe. The nature of things has been reversed. Everything is topsy-turvy. 'Nothing' is fulfilling its proper function. The fool's use of the word 'nothing' both explicitly and implicity points to one of the catagories of the theme of ignorance in the play, the power of nothing upon men's lives; the result of either improperly naming ~hings or of realizing something which does not ·yet have a ·name and thus is outside the order of things. The fool is concerned with demonstrating to Lear his (Lear's) own lack of knowledge of his relation to the universe and therefore, to himself~ He has little need of playing upon apparent absurdities i~ things which are known and properly named, but rather, must show the absurdities of things as they are: thou clovest thy crown . i' th' middle and gav'st away both parts, thou bor•st thine ass on thy back o'er the dirt. Thou hadst little wit in thy bald . crown when thou gav 1 st thy golden one away. (I,iv,152-1.56) ~!hen and, Thou mad'st thy daughters thy mothers. (I,iv,163) In doing this, the fool becomes a teacher, thereby symbolizing the ~ans­ mutation of that which usually ha·s. a certain name into that which properly has a different one. Of course, the teacher is still the fool and proceeds with his course in the ·way which he knows: he presents Lear with his own contradictory image, playing up the contradiction with puns on nothing: Fool: Lear: Fool: Fool: Fool: Can you make no use of nothing nuncle? Why, no, boy, nothing can be made of nothing. Prithee tell him, so much the rent of his land comes to; he will not believe a fool. (I,iv,124-128) Thou hast pared thy wit o' both sides and left nothing in the middle. Here comes one o' the parings. (I,iv,177-179) Now thou art an 0 without a figure. I am better than thou art now. I am a fool, thou art nothing. (I, iv, 183-185) The fact that the fool ~alls t.ear 'nothing' is quite striking. He implies by· this that the king wa~ .o; ce a king in name, and nothing more, n and that by giving the crown away he became what he always basically was: Lear: Fool: Dost thou call me . fool, boy? All thy other titles thou hast given away; that thou ~ast born with. (I,iv,141-142) Fool: How now nuncle? daughters. Why, my boy? and Lear: Would I had two coxcombs and two �39 Fool: If I gave them a.11 my living., : I'd keep my coxcombs myself. There's mine; beg . ariot~er ~!my daughters . . .(I.', iy~ '9 9-103) Le.; if I g:ave everything away, I'd be a fool a~.d ·w_o.tj;l~ need ·a coxcomb. · Your dau·thters win surely give you one since you now· .app. ar"a fool. e ,. The 'foo·1:~ in other ;Mords, says that Lear way · a'fw~:y·s ig'n or·a nt but never seemed to be so since he · never revealed his ig.n oranc·e ·to ·others. Through Lear's action of dividing the kingdom in half, he has finally revealed who he is and henc·e, not only .!! ·nothing, but seems to be nothing in his daughters• eyes. Again the lines: Lear: Fool: ~o is i t who can tell me - who I am? Lear's shadow. 1 can mean either of two things: 1) you are Lear's ihadow, or 2) Lear's -shadow can tell you who you are. In both cases, the fool implies· that the fool is the one who can tell Lear who he is. In t.h e first case , he leaves an u'nstated premise, that is, while I know that when you were a ki'ng you were a .king in name only, still, if you admit that yoµ are Lear's shadow, you will be able to recover your identity, and really be king, a·nd a man. The emphasis on who you are now - the shadow that is other than one • s true self - is important in leading one to reverse the role that he is unconsciously playing. In the second case, by saying that Lear's shadow (i.e., the fool) can tell you who you are, i.e., a fool or nothing, the fool implies that the Lear who is hidded beneath all his finery and self-deception will be haunted by his shadow until he comes to the light of the discovery of who he is. In either case, the discovery wi~l be bitter:· a The sweet and bitter fool ~il1 presently appear The one in motley here The other found out (i.e., revealed) there. · (I, iv, 137) a I have already mentioned that the fool does not communicate with Le. r effectively and would now like to expand upon the .reason for the lack of communication between .the two. It is not enough to say .that there is something in tear - call it pride or wh~tever you wish - that does ~ot give credance to the possibility of a wrong action on his part. The fool is, in these initial scenes, always treated by Lear. as a fool; one who absurdly attributes non-being to being, a court jester. The reason-Tor this treatment is · the reason for Lear's tragedy. He does not understand the fool's words because everything appears to him as it is named. Even his one line of rebuke to the fool, •Take heed, sirrah - the whip t (I,iv,104), after the fool ' s revealing statement, 'If I gave them all my living, I'd keep my coxcombs for myself. There's mine. Beg ariother of thy daughters~, illustrates that it is only a tine of rebuke and that he considers , the fool to have stepped bey.ond ~bounds granted him. Lear's own action of dividing the kingdom in half was, as he see· it, · justified, s sensible, and right. For to Lear, the king is lh~ measure rif •11 things, both of that which is and of that which is not. �pos names is necessary This role certain i t is :role where this grasp the i ad- an hundred when that would manage those man away I the above few sentences are a bit wish discussion to establish c the net that is a net in which a enmeshed and one the which is bound to be pa It exists because Lear atta the wisdom that is accompany reversed age. s statement c this shoulds is not have been ti hads been wise remind us of Goneril's: 'as you are and reverend should be wise is It is Lear comes to have a concern the of ten Lear s own, the latter comes to the same conclusion We cannot say that the is a movement His actua effect is to the audience and in which the takes and to which i t is to be referred ance. which the reveals its ture is the Out of the more than four hundred questions in the one hundred dea in some way with and This does not s mean that the asks a �41 expects to be enlightened by an answer. It does mean that the questions themselves seriously suggest an ignorance or confusion about what to call objects, how the universe is ordered, what the nature of .man is. All of Goneril 's and R~gan•s questions are on the other side of this·' division. They either show a confident expectation about what the answer is, or are merely rhetorical. I am not c·o ricerned with . these questions and mention them in passing o!tly to '·' ·' _:- point· out that. Goneril and Regan at no point in the tragedy succomb to a mode of .questioning that mlght reveal them to themselves .. 'the questions that clearl'y de.n ote an ignot-ance on the speaker's part are, in · the .main, :seemingly · innocent ·ques·tfons about· identity and knowledge: 1) rs· this nbt your · son, my lord? (I,i,7) 2) ·Do y'ou know. this ' nobl~ gentleman Edmund? (I, i, 23) 3) Dost thou know me, fellow? (I,iv,25) 4)'~fllat dost thou know me for? (II,ii,12) S) Is it not the ki~g? (IVivi,106) 6) Is your "name Goneril? (III, vi;49) 7) Your name, fair gentlewoman? (I, iv, 226) 8) Are you our daughter? (I,iv,269) 9) I am king; masters, know you that? (IV,vi,196) 10) Sir, do you know me? (IV,vii,48) 11) What art thou that dost grumble there i' the straw? (III , iv,43) 12) Is man no more than this? (III,iv,97) The list could be easily extended. In some of these .cases, answer~ could be and are simply given. As the tragedy progresses, however, : these ini~~al answers are themselves thrown into question. Gloucester would be reluctant to repeat his jovial response to 1), ('His breeding sir hast been in my ch~rge. I have so often blushed to acknowledge him that no~ I am btazed t~· it~') Kent would have to go into a lengthy explanation of why he pretended ignorance in 3), and all the seemingly uncomplicated questions would invoive in~ricate · responses . Lear demonstrates that he can only stand helpless before the questions that he gives birth to, (7 and 8) .. How is he to answer these questions, answers '. which, prior to his discovery of his daughters• cruelty, he took for granted? Questions such as these can only be asked in certain situations which themselves imitate the fool's conclusion that the order of the universe has been reversed. What is the importance of such questions? How are we to understand them? All of these questions we must, I think, take as a manifestation of the problem of naming objects. Lear, the man who •puts · himself and ·His soul under the control of names' (Cratylus, 440C, 1.4-) is now ;confronted by '. 'the fact that he does nof .· have a name for the object that he sees before him. · _ jn8tead of questioning .his system which yielded seemingly appropriate names for objects, he names these objects nothing ('Beloved Pegan, thy · s,ister's naught.·t II, i v , 129) which is in effect the same thing . as saying, 'I' ·no longer know what to call this thing.' The name which generally serves the purpose of making two things commensurate has been drained of its signification. A clear, remarkable and paradigm example of the confusion as to how to name objects occurs during the storm scene: �Kent: Lear: Kent: Glou: How grac What seek? 's there? What is What are you there? Your names? tunate in a It is characters are who to come upon them out assimilated into the 111 ..... 120 II we read the we notice the were spectators or if we were not be rationalized instances such as this one the unders sented with two as shown failure name The storm scene is a the cause result which we reaction , and evi . to one another, and is all These two kinds of situation mind the cause man, we see evil and we understand this interna contradiction or mentioned in that are called be a V.11en we hear we visualize chaos. We understand the reasons the questions are asked. Yet we nevertheless understand tha there external c This external conflic lso has is cause in two of these characters discussed natural reac the names that and behind these names In Goneril and could cause to this in no K Lear's their demonstrated nevertheless scene knew that were anc e in these in some form which his It became the kind s case We we know the initial evil and there- the mind to take man's mind in a causal sequence the question that is raised in the and the illustrat and the situation �43 in which' i t is;' possible 'for such a question to be raised, that the Lear Universe is ·one which is systematically turning itself upside-down; a universe ,. in which· the why's ·of this · reversal are perfectly intelligible. In connection with this point, a .few more examples might prove worthwhile. Consider Kent (or Edgar). Lear gave Kent a name at the commenc ... ment of the tragedy (miscreant or recreant, whichever you prefer) which fit Kent in Lear's erroneous system. We know that this name-givin. was, as far as the king g was concerned, most necessary, since Kent set himself up in opposition to the king's will. Had Lear known that his system was erroneous, the name would not have been given and Kent would not hsve been banished. As a result of this banishment, Kent is forced to become - or to seem to be - other than what he is if he is to remain in the state and prove useful to the king. He ·must assume a disguise in order that he may in reality retain his identity. Here we have one nothing delicately balanced by an'Otiier nothing. We know the causes of the reversal and we know that the reversal fits into an orderly, and we might even say necessary, chain. Edgar's change of identity can be interpreted in the same fashion allowing for a few deviations. An excellent example from Nature arises if we consider Gloucester's speech: ''These late eclipses of the sun and moon portend no good to us. Though the wisdom of nature can reason it thus and thus, yet nature finds itself scourged by the sequent effects." Gloucester has assigned a causal relationship to the eclipses and their unnatural effects upon man: "Love cools, friendship falls off, brothers divide .• and the bond cracked 'twixt son and father." While we cannot take the play in any sense to be an argument for astrology, the curious thing about t~ speech .is that it is literally borne out in the sequent scenes; unnatural effects indeed are scourging nature. The speech sets the stage for the universal chaotic harmony revealed in the play . It brings to mind a relationship between the occurrences in Nature and the occurrences in man, and thus foreshadows the storm scene in which the storm in Lear and Nature correspond so closely that we cannot avoid relating the two. The effects that scourge nature can be thought of as an analagous situation to the absurd conclusion that one arrives at in a reductio proof. We notice two things after the proof has been gone through: first, that there is an apparent conflict between the conclusion and the premise and second, that at least one of the premises must be discarded. In like manner , the situation which arises in nature is in no way in conflict with natural principles (''the wisdom of nature") except by producing discordant effects. In both instances, a battle must ensue between the inferior premises in order for the natural principles to be firmly established. The result of the battle in the second case (and perhaps figuratively in the first) is thunder, which we view on the one hand as a natural effect due to a natural cause, and on the other, as a violent disruption in nature. As a consequence of this discussion, we must ask the question where the cause which is implicitly in conflict with the universal or primary causes (natural principles) ·comes from, since we ·take it for granted that there cannot be any conflict, whatever its nature, among the first causes of nature. The analogy with the reductio proof is of no assistance here, since in the case of the reductio the false supposition is entirely extrinsix. (It in no way springs from the postulates, etc.)· �44 The answer I think, is found in the analogy with the mind. When we asked "What is the cause of ignor~nce which is the cause of evil?" in all cases we discovered not only ignorance but an internal conflict in the mind of the evil person,. We now can ask why this conflict is not resolved and how it is possible for an internal contradiction to exist in the ·mind. A satisfactory interpretation is that the mind appears to be at least r3.rtly composed of a sluggish and material nature. Things take place in it in time, not immediately. Thus we said previously that the cause of ignorance is this sluggishness of the mind which resists being informed by truth. It is possible to interpret nature in the same way. We assume the existence of a sluggish substance underlying all the forms that we perceive, and on which the causes act. It is therefore possible that a thing which has not been perfectly informed will begin to act. Since the thing itself is not entirely an expression of its cause, its effect will not entirely be an expression of the first causes, Hence we have the introduction of something seemingly foreign to the system of nature which nonetheless, remains perfectly orderly. It therefore appears that not only is it a serious error to dismiss the question of efficient causes in a consideration of King Lear, but also, that it would not be stretching the point to say thart'he-central theme of the tragedy is the relationship of causality and good and evil. The first three acts of the tragedy have yielded a complex but unified picture of the Cosmos into which even the greatest disorders fit in an orderly manner. The complexity arises in part because of the triune nature of this Cosmos. There is the "little world of man" (III, i, 10), the world of man's society, and the natural world - the Cosmos proper. Each of these can be considered to some extent a causal system in itself. Each contains elements and functions which are precisely analagous to the other two and to the whole. It is also apparent however, that the three form a causal chain in which no part can remain unaffected by the others. Shakespeare has brought out the Cosmos of man by means of the fool, the Cosmos of society through the many changes of roles and the asking of questions, and the Cosmos of nature by means of Gloucester's attitudes and the storm scene. The picture seems so complete that we are led to wonder how the final acts could accomplish any more than simply to present the necessary resolution of the conflicts. Although this does in fact occur, we cannot help feeling that there is more to it than that. To show that this feeling is justified and that the causal universe undergoes a curious metamorphosis, is the task of the next sect{on. v. The biggest problem that the final acts of King Lear give us is the feeling we have of the monstrosity of the death of Cordelia, in spite of our being a\·Jare that it fits into the causal chain of the universe and is therefore necessary. The causes are so trivial as to make us wonder whether, after all, causes have any real importance. Why, we ask, did Shakespeare have Cordelia die because 1) Edgar talked too much 2) Albany and he were forgetful 3) Edmund decided to do some good a few seconds too �45 late? If we assented to the causality at every moment, why should such violent reactions of horror and incredulity be elicited by Cordelia's death? Why do we in fact feel that the death is senseless and unfair? If cause and effect relationships are necessary to the play, are they sufficient? I do not think that they are. I propose that Shakespeare pur~o~ely presents us with an antinomy in King Lear which can be represented by the two sides: 1) Thesis - good and evr:t9of actions are subject to efficient causes. 2) Antithesis - good and evil of actions are not subject to efficient causes. On the first side, we have presented the argument that evil is the result of ignorance which is the result of natural resistance of the mind to be informed by truth. Good, we implied, is the opposite; the result of harmony of the soul, a realization of one's nature, and hence, self-knowledge. As concerns the antithesis, good and evil are either the result of a formal cause or are outside the causal system. The thesis which we have presented in some detail in the preceding pages is a detached, objective, general account of what goes on in the tragedy. A certain number of causes come together to produce discord with the first causes. The result is conflict. There is no way of saying in this account that the conflict is good or bad. We can only say that it is in accord with causality. Hence, there is no sense in applying value judgments to the play, since to accept this account as complete would mean that we require ourselves to deny the possibility of being able to judge when something is good and something is evil. Yet, it is impossible to read the play without thinking that some thines are wrong or disorderly and not in accord with the good. The first part of the antithesis is, if evil is the result of a formal cause, then man is evil by nature. If man is evil by nature, he would be a complete bundle of petty desires and internal contradictions and would not be enabled to have any concise aims whatsoever. Yet, we see that the evil characters in the play are cohesive and do have directed goals. If we accept the critical react{on outlined in the first paragraph, that some men are naturally good and others, naturally evil, and also accept the critical reaction that this good and evil is inexplicable, then good and evil of actions should not be attributed to nature since both are regarded as essentially causeless. If we admit that we do not know what the cause is, and if we say as a consequence that good and evil are god-like things, we really are saying that the goodness and evilness of things are not produced by any causes whatsoever. Nevertheless, we cannot avoid giving the .goodness and the evilness of things an objective existence. This means that the laws of good and evil are given by the gods and that the characters understand them and act in accordance with them or not (depending on their attitudes). In the last analysis, one can only say that good and evil are in some respect indescribable; that they cannot be named. ��ters Before scenes does not have a scenes Lear asks two direct thunder? and Is there any The firs ques of nature is sufficient to arouse our wonder That the ques ion is that thunder is looked upon as causeless or eminent but rather that it is the Lear is no the one who who commands na determines purpose if Nature hear there stands to the the question do not of The next hard hearts?" causa Scene evil is indirec the Mad Scene. that Lear has the vi he exercises power be is is delicate s horses with felt when I have stol Then kil , ki that moral determined I in these son-inkill kil does we look at is hence there is strict to shoe causes: �48 ~hen the . thunder would not peace at my bidding; there I found 'em, there I smelt 'em out. Go to, they are not men o' their words .They told me I I am not aguewas everything. 'Tis a lie · proof • . (IV, vi, 1.01-104) & , · After the Mad Scene, King Lear wanders back and forth in thought from one side of the antinomy to the other. His reaction when at last he confronfs Cordelia: If you have poison for me, I will drink it. I kn~w you do not iove me; for your sisters Have, as I do remember, done me wrong. You have some cause, they do not. (IV,vii,72-74) illustrates that ~~ is still thinking in terms of the thesis. Then why, you ask, does he say that Goneril and Regan have no cause for their actions? This I take to mean that they did not do harm by .: way of retaliation; that the wrong they did was unprovoked. W know this statement is not sufficient . e Goneril and Regan did have cause. Still Lear would say that the doing of harm to him was incidental to their cause. Cordelia, on the other hand, does have a rea.1 cause. Since Lear has wronged her, she, for all practical pu,r poses, shoµid wrong him back. Cordelia's response: No cause, no cause. again changes Lear's world-view. The most powerful evidence in support of this is given in his words to Cordelia just before Lear and she are taken as captives. He says: No,no,no,no! Come, let's away to prison We two alone will sing like birds i' th' cage. When thou dost ask me blessing, I shall kneel and ask of thee forgiveness... (V,iii,8-) Prison is unimportant and irrelevant. If one is good, he is not affected by his environment (or things that caus.e him to be limited physically). Good and evil are strictly independant of causality. A curious metamorphosis of character is also evidenced in Gloucester. W confront him in the tragedy already enveloped in one side of the antie nomy. He is convinced that cause and effect relationships are present in nature . When he tries to understand what these relationships are , however , he becomes totally befuddled. How could effects at least appear to be not proportional to their causes? How could seemingly unnatural effects spring from natural principles? His knowledge of the wisdom of nature has hithertofore proved useful since he could easily apply what he saw to what the natural harmonic causes must be. When he is faced with something to which his rote knowledge of nature cannot be applied, his reaction is to �s �50 He's L Caius, Kent's alia,2/ a good fellow, I can tell you that. He'll strike, and quickly too. He's dead and rotten. (V,iii,285-) Caius is good because he strikes quickly. something. He is good for Then what about the antithesis? Was it a pure imposed on the causal scheme? Clearly, Lear cannot there is an objective good which he has experienced He demonstrates a remarkable concern for the breath As well as the passage quoted above, we notice: illusion superdeny or forget that ••• and he does not. on Cordelia's lips: This feather stirs; she lives! (V,iii,266) Do you see this? Look on her! Look her lips, Look there, look there (He dies.) (V, iii, 311) Knowing full well that she is, as far as physical causes are concerned, dead, knowing full well that on the side of the thesis, a cause can devastate goodness, Lear seeks for signs of life. Have we not, then, the right to ask the question, "Can goodness be subject to death, if it is not subject to prison bars?" The asking of this question is justified further through the double meaning of the word breath. If it were merely a question of physical breath, why then, Cordelia has died, and Lear has fallen into the greatest of self-deceptions. If there is the indication of another kind of breath towards which Lear's search is really directeda spirit which has always been associated with breath, then the final scene becomes charged with a beautiful, purposeful ambiguity. We find Lear at the end of the tragedy endowed with a vision of terrible clarity; everything is seen ~ it is. At the same time we find in him a refusal to accept that which is physically there as that which is ultimately there. And there is no reconciliation of these views. The fact that both are symbolized in Cordelia's breath only serves to strengthen the contrast. We cannot help feeling ;that Lear is the true tragic hero, that there is no one more noble than him, because there is more to being a man than knowing causes or being resigned to the fundamental unknowability of good and evil. It is in the simultaneous realization of these things, the consequent inability to resign oneself to one or the other, and the very mad but very human search for the ultimate reality which might form the link between the two, that the true nobility and the tragedy of being a man consists. Can the contradiction be resolved? Is there an ultimate reality of which this vale of tears is but a dim reflection? The answer can only be found in what the dying Lear sees on the lips of Cordelia -- and what that is, none of us will ever know. ��� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication.<br /><br />Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 50 pages Text Any textual data included in the document text Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Anthony, George (Editor) Anthony, Meredith (Editor) Title A name given to the resource Collegian Prize Essays, 1966-67 Date A point or period of time associated with an event in the lifecycle of the resource 1966 1967 Description An account of the resource Issue of The Collegian, entitled "Prize Essays 1966-67". Published in [1967]. Identifier An unambiguous reference to the resource within a given context Collegian Prize Essays 1966-1967 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf The Collegian https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/0f5d23c7d5778f888938927b1024b197.pdf c4737cc9a5687fb12f8d4790231e0957 PDF Text Text �: ·. ~ �TABLE OF CONTENTS Scene from Faust C. G. Bell Thoughts on Pensees D. C. Jones A Descent Into The Maelstrom E. H. Mini Poems J. Her.man T. Yoon J. Costello H. Braun D. C. Jones E. H. Mini J. De Raat �1. .l. 1. •cene from Faust C. G. Bell The woes of Aristotelians confronted with Goethe's Faust need not trouble us; for what would you expect when a standard based on Greek tragedy is brought to bear on a work "\'hich neither Aristotle nor the Greeks could have conceived as existing. What these people mostly want is to find out how Faust· can-be a tragic hero, and of course they decide he can't (though it's doubtful in their terms whether Othello, Lear or Hamlet can be either); for one thing the drama insists on pursuing him beyond the grave and get ting him (for no reason even the Christian can see, there ~eing no repentance, no pardon) into heaven, his happy home. So Aristotelians feel if that last scene had only beem omitted, all that operatic ascent to the skies, we would at least have a death-close, a man who has thought to rule himself and the world, falling in blindness and age to the grave dug (Sophoclean irony at any rate) where he commanded a landdraining, ambition-assuaging dike. But they would still have an amorphous, strange composition at best, a pathetic allegory, preaching the futility of hybris; but without unity of space, time, or action, dignity or catharsis, a hodge-podge unsatisfying on any ground the Poetics might afford. The hostility of Platonists is harder to allow, not because Goethe could have been envisaged from any point where Plato or his contemporaries stood, but just because Plato doesn't lay down rules for poetry, only aims and directions, and Goethe's F~.:b like Dante 1 s Comed..y, though in a different way,. is a significative work, not an imitation but a moulting of the wings toward some truth or other, some apprehension of ultimate things. Of course, there's a problem what we maan when we talk about Platonists. There is a tradition of thinkers from Pico and Bruno through Goethe and Hegel, Platonists in a sense, though literal and classic al followers find them perverse. The heart of the difficulty is the location of the reasonable.. For the classic mind it lies ultimately in the one, the changeless, the rational and ideal which is the essence of God and nan; and whatever there is of impulse, multiplicity, matter, is invalidated, pushed aside as some inexplicable, trivial, or fallen necessity. Thus the realm of mind is cleared, by abstraction from that very muddle in which mind and world are involved·. Whereas Hegel and Goethe and most modern "Idealists" have incorporated matter, time, multiplicity, and the passions, into the substance of God, mind and reason, leaving a world-embracing spirit, a one-many at war 1dth itself, refining itself under the aspect of contrad:ic tion am tension through what vuhitman called "all terrible balks and ebullitions" - a development forced on later philosophy by the scientific submission to "brute fact, 11 by that Western acceptance of process and variety as the inescapable stuffof experience in which even Platonizing theory IIDlst build. Certainly on the basis of this division of classical and post-romantic, Goethe is one of the most flagrant rorra.ntic offeniers -- or to turn the better side, one of the boldest moderns. And the wo.rrler of the Faust (which a classical critic might call its formless defect) is that the organic principles of ambivalence, tension and paradox, of growth and denial where failure and success, good and evil round on each other in a vortex in v·rhich every action is cloven,. aspiration with its dual aspects benign and sinister, and its timemammocking consequences, of which the other face of ruin and debacle is the �2. heaven-ascent of active spirit (man errs as long as he strives; but by that erring arrl striving is also saved) -- these organi<.i principles are not only the shaping soul of the thought as reflected in the action, but of poetic fonn., of the style, whose defects -- the half-emergence of puzzling pattern and meaning in a texture of skethhes turned out over a period of fifty years by a poet growing in character as in his_ conscious design of the work -- are virtues of a new and vital order: this is a work in which, as in Hegel's history, something shapes more profoundly than the individual IIBking will~ But is this ah art-1ivork, this container through which forces beneath conscious level surge and battle, li~e winds in a tropical disturbance? The amwer must be given in the terms of organization in which such conflicting and unplanned winds round to the vortex of a hurricane, self-perpetua ting, bearing in the center its clear and windless heaven-observing eye. The Faust is a symbolic case-history, a nautilus shell in whose concretions the temporal and hence timeless life of a soul (not the least sig• nific ant soul of the West) is recorded, or i f not recorded, hinted at, sketched in the accidents which would discredit a classical construction, but are here of the essence of spirit's operations in the world~ And in what other realm can spirit operate? As Faust translated St. John: In the beginning was the Act; not that mystical faith-word, the ~; not the Platonic rational potentiality of Thought; nor the Renaissance prime-mover of Power; but the temporal and factual, the uncaused, immanent_ Deed. ~he But if the primacy of the Act means anything, it means that the Faust is less to be theorized over than exhibited in its embodied particularity~ So instead of writing an essay on the play, it might be better to translate a scene. Not that translation is really possible. This work has been put into English more often than any other, and most of the productions are utterly unreadable. There is soIIEthing in the polarity of translation -to copy the original and create a poem -- which is contradictory and insoluble~ Yet the impossible still beckons; the whoreson progeny must be acknowledged. It is astonishing how easily we put up with bungles we ourselves have made. As Touchstone says: 11 An ill-favoured thing, sir, but mine own~" · So I translate a seene, one which (as often vii th the monad details of art ) seems to carry the dialectic of the whole. For me it is also the richest scene -- I mean the opening of Part II, one of the supreme. moments of world literature, where Faust lies in a meadow, recovering from his most destructive involvemant, his love for Gretchen. There is a fundamental opposition that runs through the whole Faust; it could be called that of fll'e and water, of the daemonic and eunomic, of classical and romantic, Werther and Wilhelrn Meister, Enlightenment versus Storm-and-Stress (though each wording alters the antithesis). It is ultimately a question whether the Faustian desire must burn through the texture of relationships and prove suicidal (as in so m:my myths of Icarian and Satanic aspiring), or whether the flame can be contained, as it were, in a vital structure, buttressed against itself, to effect ~ dynamic harmony, working for the good. Goethe has defined the polarity in an earlier scene where Faust trying to halt the inevitable, withdraws from Gretchen and is found musing in "Forest �3. and Cavern." Addressing the world-spirit, he says~ "Along with this ecstasy which brings me nearer to the gods, you gave me a sinister companion from whom I· cannot separate myself, . though with a breath he turns your gifts to nothing . . . He fans a wild fire in my heart for that beautiful image. So I rush from desire to satisfaction, and in satisfaction I yearn for desire. 11 It would be too simple to say that GoE:the in his long life shifts from suicidal to constructive Faustianism, though that might be a . first level of the analysis. Rather the two poles are perpetually su5tained and woven into more intricate configurations; so that Faust 1 s final achievement of a free lani brought out of the ocean (a work of fire) is also punctuated with terror (the burning of the pious old couple); it is final only in the sense of being terminal; like Faust 1 s other efforts it is also a dire miscarriage, a sign of th£ blindness in which he dies. And even the lyrical ascent to the sky is less an ultimate judgment on Faw t 1 s success, than a mythical spelling out of what has been immanent from the first, the transcendental aspect of every temporal sequence of desire, involvement, destruction, with the reconstitution of desire. In no scene are these an:Lmomies as delicately arrl enigmatically woven as in the present one. Here as always, if one would ask: does the FausQ tian catch, or merely catch at, reach for, or actually reach? -- the answer would be: both in one; toth in one. The two are aspects of a single act. And if we ask: does this fever the heart to wilder aspiration, or subdue it to a wisdom in which it limits itself to achievable goals? -- we must answer, Neither or both. The recognition that we live our life in the refracted color ( 11 Im farbigen Abglanz haben wir das Leben") does not deter a maturer Faust from rising to the new day of more incommensurate longings. Has he not even been told by the comforting small spirits of nature (though they themselves hide from the dawn): 11 The noble soul that understands and seiaes may accomplish all things 11 ? �4, Faust, Part II, Scene 1. A Pleasant Landscape. Faust stretched on a flowery bank, tired, restless, seeking sleep. Twilight. Spirits hover around him., graceful little forms. Ariel (Song accompanied by Aeolian harps): When spring in r:stals Floats down like rain And children of the fertile Ground gather the green Blessing, m.ag:-:.anim.ous spirits Of earth, the elves, in pity Help as they can Good or evil, All in pain. You V\hose airy cir~les weave this head, Perform your elfin healing; touch the heart And calm its raging fever; forbid remorse, Draw out the bitter darts, and let him wake Clean of terror; let the past be past. Night is measured by four silences; Fill all of them with service: First let him sleep pillowed on coolness; And the dew that bathes him bring from Lethe Quiet forgetfulness; and the cramped tendons Ease as he slumbers on to the dawning; Last is the noblest: let him awake And come again into the sacred light. Chorus \singly, then by pairs and groups) alterra ting and together): Serenade: When the wind blows In the green fields, Twilight falls In perfumed veils; And his heart like a child Is rocked in peace, And the tired eyes close And the day's gold gates. Notturno: Now night has fallen, Star on star Holds the watches, Far and near; Waters mirror The sky's fire, And the moon sheds sleep On the world 1 s floor. �5. Mattutino: Quenched are tre hours Of grief and glee; The heart is whole, Greet the new day. Hills and valleys Bush into shade And the ripe whe'at works In waves like the sea. Reveil: To gain your wj_shes Trust the light. Sleep is a chrysalis; Cast it off. All things yield To the great soul That knows its purpose And lays hold. (A terrible tumult announc-es the coming of the sun) Ears of spirits hear it, hear it. Thunder of daybreak and hec:ring fear it: Storm of the hours, the earth's rim shattered, Jarring of rock gates and the wheels 1 clatter; Apollo's day-bright wagon comes; Always in tumult light is born. It drums, it trumpets; deafened, blind, Spirits creep in flower-crowns; Unhearables should not be heard. Deeper, deeper, in leaves, in rocks; Close to your ears; the day breaks! Faust: The pulse of life is quickened, stirred to greet The mild ethereal gray. And earth that was steadfast Through the long dark, breathes with awakened power, And clothes itself in ligp t and us in air, And wakes as abvays longings in the heart, Soul-reachings for the goal::: and heights of being. The world is wrapped in the gray shimmer of dawn; The .woods are full of voices> living songs; In the low places veils of mist are poured, That take the light of heaven and are pearl; And twigs and brancaes from the vaporous gorges Where they have slept unseen rise and aspire, All fresh, all green; colors come from the gray, V~he re leaf and flov,er are trembling with the dew; And Eden is around me; all is 1den. I lift my eyes to the hills. The hiffiest peaks, Already crowned with light announce the coming. They drink the day befo1° e us, the great brightness For which we lower creatures wait in longing. �6. And now the uplands and the last green pastures Receive the glory; and step by step descending Down the long sequence of the folded ranges, The Jresence co.mas; it strikes, it strikes; and blinded, I turn away, my eyes pierced with anguish. It is always so. 11Yhenver restless longing Has found a basis for its highest wish, And the portals of its promise are flung open, Then from the reach of those eternal vistas Break prodigies of flame; we stand confounded. We thought to kindle our life 1 s torch a little; A sea of fire enfolds us, a fiery ocean. Is it love or hate? It wraps us in its burning Incredible WBves of ecstasy and wounding; And we are glad to take to the earth again To wear the shelter of some childish veil. And so I turn my back upon the sun. The waterfall that roars down the rock chasm Now fills the orbit of my sight with wonder. From fall to fall it breaks in a thousand streams, Each broken in its turn to a thousand thousand, With spray blown in the air, cool fountains of spray, At whose white peak and crown, vaulting the storm, A rainbow shows and fades, always reborn, The hovering spirit of the downward shower. I see it now; it images our striving -Itself an image, born of the sun and water: 11~e do not live in the light but the broken color. �A Descent Into The Maelstrom It is a simple fact that St. John.'s College does not exist to train Professional actors, directors, stage technicians, and other practitioners of the dramatic arts. Nevertheless, any given production, whether it be by students of the liberal arts in Annapolis or by the professionals of the New York stage, must, because it is presented without excuse for public consumption, be judged without excuse on its merits as a production. In this light, about all one can say of the recent offering of the King William Players is that the music was lovely. It seemed that this time, at long last and after more or less public political and artistic troubles, the KWP was attempting something that it could reasonably be expected to execute with some degree of success. None of the problems of elaborate production, large casts, and difficult and demanding roles that have plagued the KWP in the past seemed to be present here. And yet Don Juan in Hell, for all its simplicity, failed much more completely -- indee~lmostt:o'tally -- than some of the spectacles of other years •. I think the reasons are much more fundamental than the usual excuses of little time and less talent. The prime trouble seemed to be that Mr. Settle, who directed, apparently could not quite make up his mind whether to present just a reading of a full-fledged play. The result was that, although for the most part his actors were seated on stools_and reading from scripts, at times -- often, most disconcerting times -- they would emerge from their cocoons and come forth as actors, speaking rather than reading, posturing and gesturing as though they had been doing this all along. The audience, who, as the players read, were forced to provide all the usual externals of the stage from their own imaginations, were suddenly called upon to forsake those pictures of Hell itself, Don Juan, the Old Lady, the Statue, and the Devil that they had laboriously conjured forth with the aid of Shaw's words and forced to pay attention to the same pictures suddenly visually presented, as fruits of Mr. Settle's imagination. Neither method is wrong, and either demand is a valid one for the director to make of his audience, but to make them both, to constantly force his watchers to swing from one · form of aesthetic appreciation to another, can only result in confusion and failure. The actors were little more successful in their efforts than Mr. Settle was in his. Mr. Griffin, bringing at times some real life and humor to the play and displaying, if nothing else, gusto, seemed to find it necessary to telegraph every truly funny or dramatic line well in advance, and delivered some of them so heavily that their effect was totally lost. I invite his attent~on to the recording of the New York production, that he may see that underplaying can be a very potent dramatic weapon indeed. Mr. Dews and Miss Hetkin were more or less adequate as the Statue and the Young Woman. Mr. Tilles, especially in the second act, was most effective, I think because �he was called upon to perambulate less than the others and was thus permitted to build an illusion by means of his voice alone. Miss Hsu appeared briefly in the beginning of the evening, and I in all honesty can only say that I noted her presence. Miss Schloss narrated, and did what she was called upon to do with no visible embarassment. The technical problems of the KWP are much too well known to be dwelt on here. Some interesting lighting effects were obtained at the cost of many strange noises from the upper regions, and really seemed to do nothing except provide some contrasts of color on the stage. The sound effects, done by Messers. Alexander and Ronquist were in excellent taste, and extremely well done. The production was an interesting experiment, and, I hope, will not discourage others in the notably tradition-bound Players. And, bad as it was, at least we had a play this year -- for that, if nothing more, I think we owe Mr. Settle and his companions a warm round of applause. E. H. Mini �Un Going to War by Joel Herman Only the storms I but vaquely acknowledge, The hearts in hungry words In blasphemous discontent. I must leave This country of green sounds And exquisitely Disturbed feelings, And go to The land of malfo rtune Where impunity Is only air And hunger seeks The breasts of blood. I heard only The testimony of guns at my trial, And tha chains That held me made noises like death. I �Our sullen voyages run aground, As wine spilled from the bleeding urn, Upon the rocks, the barren heart, The seed sown in a stony ground. As children with their games of joy Spin onward in relentless course, Our hearts, it's solid form accrues Those glacial layers of polar light. Our world when young took joyous sail, Imagination like a sparkling stone Set flame to images of faith. But now the seas of innocence are run, The ashes in the quiet vessel Smoulder once or twice and perish. -- by Joel Herman �Child's Death at Birth -- by Joel Herman Night springs from the· curving arc, The formless flesh of child is born. Luxurious breasts of swollen love Transfigure the forgotten thorn. Love encircles even Death Though Death configures love's delight. Passion, envy, lovely child Confounded in the bitter night. The pitiless eye of circumstance Devouring a mother 1 s tear, The scowling wind, the bleeding moon, The indifferent hand upon the thigh Make secret council to expire That lovely bursting out of flame. �Hobbes -- by T. Yoon The universe being a vast absurdity, Deafening, discordant sound, I cannot not close my eyes. Credo quia absurdum est. My last appetite moves - I Toward His domain smoothly. Heavy appetite would have fallen, Because of gravity. 0 altitudo! �Light going -- by T. Yoon lihere are you going, my fair butterfly? You leave me unhappy shadow. Though my black Night was intolerable, you'll find no place brighter • .Your diligent efforts dis·covered lack Of light in. me? You entered this darkness·; Exploring was before you. You swim through the Vast flow free from all conscious. Pass the pathless flowJ Jubilee cannot be missed. Though you disdain my dark, a moon's glory shines Upon my luckless night. A moon still bright. I look for you, I endeavor; you leave Me unhappy shadow. �The Thief of Yout~ -- by T. Yoon The thief of youth has stolen My d~eam of spring in its calm, Scorned my being fruitless. Time urges, non!" But my fruits aren 1 t ripe; Are my deeds far from His will? Space too is a fleeting thing. For my talent is bound by Him, And cannot not lose. Let time be slow and postpone, and yet My late fruit follows it not. hndeavored, my effort useless, too. Youth -- less fruits with it -has compelled to jump ahead again. Please forgive me, my mother. �Nightbeach -- by ,Jerry Costello Light lingers, yet night is met In fingers flying an icy night; Sparse grass crying •.. windspice. Great engulfing spay seamed chasm Inhaling spasm, it gulps of spasm; Gleaming grasstems reel. Bristling peers this vented crock And I amok to clutch and shred the vestment of black, Dreading paltry lack of reach, falter and turn back, Then weep, praying light will bring you •.• �The Key -- by Henry Braun Fetters of steel were never forged So strong that they could bind A secret deep in safety from The onslaught of the Mind. Yet chains from artful Nature's forge Have bound the Truth3 in dark Shrines shrouded so to indicate Tha.t man has missed the mark. But keys there are to all thatls locked; As in all else, in this. The Key will ope the Chamber where Dark Death sweet Life doth kiss. Well-guarded is the Treasure-house, Well-guarded is the Key That lies within the veiled pale Awaiting you and me •. Loosen the power of Intellect To search, disrobe and pry In Self's dark cypt, sight-source unto Unfailing Mind 1 s keen eye. For this i's All and All is this No more can mortal know -Man is a Lock, Mind is the Key, The Treasure is the Soul. �A Natural Tree, To Be Sat In Stretch up the sinews of your hands, And grasp the bough; Shout the convulsive, flickering commands To calves and thighs And back and arm, from unremembered lives A million times reborn: Pull up, suspend ! Feel the sure bend Of slick green muscle oiled with amber sap Replying, thew to unfamiliar thew. And there, far out, Thick, in the small dark leaves that hang, Listen, with the ear that owns a mind, Hear the tree murmur: Brother? Brother, I am blind. David Jones �Nightsong -- E. H. Mini Moonlight. Yellow paint on still streets. My feet, brittle as bricks, Ring like stars falling. Light from sleeping houses Loud on the sidewalks. No sound. I should be sleeping now. But there are more important things to do~ I cannot dream of starlight. The moon does not shine on stormy seas. And I !Illlst make the most of calm to see. This tovm sleeps well, and I walk among its dreams Soft-fotted, not to waken but to share And be gone by morning. Few come to watch the dawn. All things wake in thunderclapping day And walk their time on earth in sunlight. Not I. I take my pleasure unobserved. Intruder in. the sleeping country ... Homer, dweller in darkness, would not approve. The night is an end to question, so question not my walking. The day is an end to singing, so question not my song. · For the night is warm as a woman's arms, Stars are bright like a woman's eyes, Moons will glow like the dying fire And I am one with darkness. The light will drive me far from shadows. No reminders needed now of weakness, Walking being only for the strong, Still town, dream your ancient dreams in silence, Forget me, Sleep. �The Lover -- by Jack de Raat The lover leaves his tale untold, That many a lass he migp t enfold With arms entwining, hands caressing, Lips upon her cheek impressing her with constancy he woos; But 'lows no soul to know he sues For many loves he 1 s rad and has and shall as well, But never could if he would tell. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication.<br /><br />Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Collegian, January 1958 Date A point or period of time associated with an event in the lifecycle of the resource 1958-01 Description An account of the resource Volume I, Number II of the St. John's Collegian. Published in January 1958. Identifier An unambiguous reference to the resource within a given context Collegian Jan 1958 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf The Collegian https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/ae0bf8d1214d1ccf8a1fac1acea5f567.pdf cf31301ed76876a821df0c7e60db4d10 PDF Text Text �TABLE OF CONTENTS Scene from Faust C. G. Bell Thoughts on Pensees D. C. Jones A Descent Into The Maelstrom E. H. Mini Poems J. Herman T. Yoon J. Costello H. Braun D. C. Jones E. H. Mini J. De Raat �1. _1_( cene from Faust -- C. G. Bell The woes of Aristotelians confronted with Goethe's Faust need not trouble us; for what would you expect when a standard based on Greek tragedy is brought to bear on a work vtiich neither Aristotle nor the Greeks could have conceived as exist:ing. vJha t these people mostly want is to find out how Faust caL ..;e a tragic h:3ro, and of course they decide he can't (though it's doubtful in their terms whether bthello, Lear or Hamlet can be either); for one thing the drama insists on pursuing him beyond the grave and getting him (for no reason even the Christian can see, there IDeing no repentance, no pardon) into heaven, his happy home. So Aristotelians feel if that last scene had only beem omitted, all that operatic ascent to the skies, we would at least have a death-close, a man who has thought to rule himself and the world, falling in blindness and age to the grave dug (Sophoclean irony at any rate) where he conunanded a landdraining, ambition-assuaging dike. But they would still have an amorphous, strange composition at best, a pathetic allegory, preaching the futility of hybris; but without unity of space, time, or action, dignity or catharsis, a hodge-podge unsatisfying on any ground the Poetics might afford. .. ..., .. i ~ '· - ··. The hostility of Platonists is harder to allow, not because Goethe could have been envisaged from any point \\here Plato or his contemporaries stood, but just because Plato doesn't lay down ru1£s for poetry, only aims and· directions, and Goethe's F~us t, like Dante's Comedy, though in a different way, is a significative work, not an imitation but a moulting of the wings toward some truth or other, some apprehensi. on of ultimate things. Of course, there's a problem what we .rrean when we talk about Platonists. There is a tradition of thinkers from Pico and Bruno th rough Goethe and Hegel, Platonists in a sense, though literal and classic al followers find them perverse. The heart of the difficulty is the location of the reasonable. For the classic mind it lies ultimately in the one, the changeless, the rational and ideal which is the essence of God and ID9.nj and whatever there is of impulse, multiplicity, matter, is invalidated, pushed aside as some inexplicable, trivial, or fallen necessity. Thus the realm of mind is cleared, by abstraction from that very muddle in which mind and world are involved', Whereas Hegel and Goethe and most modern "Idealists" have incorporated matter, time, multiplicity, and the passions, into the substance of God, mind and reason, leaving a world-embracing spirit, a one-many at war 1dth itself, refining itself under the aspect of contrad:ic tion and tension through what 'vvhitman called tt nll terrible balks and ebullitions" -- a development forced on later philosophy by the scientific submission to "brute fact, 11 by that Western acceptance of process and variety as the inescapable stuffof experience in which even Platonizing theo ry must build. Certainly on the basis of this di vision of classical and post-romantic, Goethe is one of the most flagrant romantic offerrlers -- or to turn the better side, one of the boldest moderns. And the wonder of the Faust (which a classical critic might call its formless defect) is that the organic principles of . ambivalence, tension and paradox, of growth and denial where failure and sue~ cess, good and evil round on each other in a vortex in which every action is cloven, aspiration vd th its dual aspects benign and sinister, and its timemammocking consequences, of which the other face of ruin and debacle is the �.......- .... : l '':"::_ .:: ... . ·• • . ! . 1.: ~. :" : ~- ~ ... . .. ' • . .-Jo .. . -- ~ - ... "'\;~ !. :· .;. . "' · ; ·., · .:· . .::. .·_·(. ;:1.t . ..•.· . l \ ' • . _ : ' ... ·.... _ :~ : . .; . '- .. . . ~ ·~ .. ; ; ·1: . f" \ • - ... , 2. '.· .' . ·-· ";' .1 • ," .• ....... ~ • I •.r . · . ;-: -; ... .. :. .. . :;, ; .. . I •. . ~ : :. ·~ • .' I . :~ ·····-·'""""· .· : ": . ... ... ·::· _ .. .- . .: . · ·' . '. .. . . . ., ; · .. .. ·.. - .· .· ! : }. ; :- 1:. · · .. •. L' - . . . ,._ ·..ii'. . ~ ..' ' .. . lf·•. .· I - ~ , ·~ ' : . !" .~ . :.. :· ~ . . l.)" • " . '• ~ ". . '..i : :· .. . .. ! ·, · . ·· · .: . • "j - ~ . ·. ' .•. ·, But is this an art--vmrk, this container through which forces beneath phe conscious level surge and battle, like winds in a tropical disturbance? The answer must be given in the terms of organization in 1nhich such conflicting and unplanned winds round to the vortex of a hurricane, self-perpetuating, bearing in the center its clear and windless heaven-observing eye_. The Faust is a symbolic case-history, a ncmtilus shell in whose concretions the temporal and hence timeless life of a soul (not the least significant soul of the V est) is recorded, or if not recorded, hinted at, '1 sketched in the accidents which would discredit a classical construction, but are here of the essence of spirit's operations in the world. And in what other realm can spirit operate? As Faust translated St. John: In the beginning was the Act; not tha t mystical faith-word, the VJord; not the Platonic rational potentiality of Thought; nor the Renaissance prime-mover of ~; but the temporal and factual, th8 uncaused, immanent Deed. .. . . : .,i,) ;"· heaven-ascent of active spirit (man errs as long as he strives; but by that erring an:i striving is also saved) -- these organi~ principles are not only the shaping soul of the thought as reflected in the action, but 0f poetic form, of the style, whose defects -- the half-emergence of puzzling pattern and meaning in a texture of skethhes turn8d out over a period of fifty years by a poet growing in character as in his conscious design of the work -- are virtues of a n ew and vital order: this is a work in which, as in Hegel's history, something shapes more profoundly than the individual rraking will. ': .·. ,. But if the primacy of the Act means anything, it means that the Faust is less to be theorized over than exhibited in its embodied particularity. So instead of writing an essay on the play, it might be better to translate a scene. Not that translation is r e ally possible. This work has been put into English more often than any other, and most of the productions are utterly unreadable . . There is sorrBthing in the polarity of translation -to copy the original and create a poem -- which is contradictory and insoluble. Yet the impossible still beckons; the whoreson progeny must be acknowledged. It is astonishing how easily we put up "With bungles we -ourselves have made. As Touchstone says: 11 An ill-favoured thing, sir, but mine own." So I translat e a scene, one which (as oft en v.'i th the monad details of art ) set.:ms to carry the dialectic of the whole. For me it is also the richest scene -- I mean the opening of Part II, one of the supreme moments of world literature, where Faust lie s in a meadow, recovering from his most destructive involver.e nt, his love for Gretchen. There is a fundamental opposition th at runs through the whole Faust; it could be called that of fire and water, of the daemonic and eunomic, of classical and romantic, Werthe r and VJilhelrn Meister, Enlightenment versus Storm-and-Stress (though each wording alters the antithesis). It is ultimately a question whether the Faustian desire must burn through the texture of relationships and prov e suicidal (as in so many myths of Icarian and Satanic aspiring), or wl:H:~ ther the flame can be contained, as it were, in a vital structure, buttress e d against its elf, to eff e ct a dynamic harmony, working for the good. Goethe has defin ed the polar ity in an oarlit; r scen e where Faust trying to halt the inevitable, vd thdraws from Gretchen and is found musing in nForest �, ' . ,..,; ' • t ; : .. .. - ,. . .... ~· 1 'I ... ·, r · •· • f . ~ '. i·.··: ..: ~ \, ) ,. . .... 1· ' . ·. , ,. ~ . ·'· .' ; ,. . . . .. . ..... ~ ·~ ~ i - . ' .. · . :· •.• ,: . . .. .. ' .· . . ·.:. t'.· - •,: ·· . ·.:· .. .. 5. ·. ::.. ··, . · ! .. -.. : ... . ~· •" t ' . ... .r ~ -. ·:· . : F .:.· . . . ,, . ,,. ... r. :· '~ :, '• In no scene are these animomie s as de licately ar:d cmigmatically woven as in the present one. He re as always, if one would ask: does the FausG tian catch, or me r ely cat ch at, r each for : o:c actually rea ch? -- the answer would be : both in one ; to th i :::. one" The t-.vo are a spects of a single act • And if we ask: doe s thi s fever the he art to wild e r aspiration, or subdue it to a wisdom in which it lirc-j ts i t :::e lf tn a chievabl e go als? -- we must answer, Neithe r or bo th " The re c og:n.:'..t ion that vre live our life ·in the refracted color (rrrm farbig en Abglanz haben wir da s Leben") does not deter a maturer Faust from rising to t he ne~il day o.f mor e incomme nsurate longings. Has he not even been told by t l:.e c om.fortiJJg .small spirits of nature (though they themselves hide from the dawn): 11 Th e noble s oti_l that understands and seiizes may accomplish all thing0 11 ? ' ., . . . . •: ;: ·- . , .. .. _. , . : .~ ·. :. : . . .... - J. ·,, ·'· . ;-:: : . .. · 't. • . ·; , · r'; . . . ' ~ .- ' . ~ ·.. ;.. -· .~ ;• t and Cavern. 11 Addressing the world- s pi:::it, he says : 11Along with this ecstasy whiCh brings me neare r to th e gods, you gave me a sinist er companion from whom I cannot s eparate .myse lf, . t hough ·with a breath he turns your gifts to nothing . . " He fans a wild fire in my heart for that beautiful image. So I rush from desire to satj_~ ~action , and in satisfaction I yearn for desir e. 11 It wou ld b e too simpl rj to s ay Urnt Goethe in his long life shifts from suicida l to construdi ve FaustianismJ though that might be a . first lE:ivel of th8 analysi s . Rather tne t uo poles a r e perpetually sustained and woven into more intricat e configurations; so that Faust 1 s final achievement of a free land brought out of th e oce a n (a work of fir e ) is also punctuated with terror (the burning of tte pious old c oupl e); it is final only in the sense of being t erminal ; like Faust 1 s other effor t ~ it is also a dire miscarriage, a sign of the blindne::s s in which he dies. And even the lyrical ascent to the sky is l ess an ul timate judgment on FaIBt ' s succe ss; than a mythical spelling out of wh at has been imma nm t fro.m. the first, the transcendental aspe ct of ev8ry t emporal s equence of desire , involvem8nt, destruction, with th o reco.c.s titution of des ire, • �Faust, Part II, Scane 1. A Pleasant Landscape. Faust stretched on a flowery bank, tired, restless , seeking sleep . Twilight. Spirits hover around him, graceful little forms. Ariel (Song accompanied by Aeolian harps): .. .. .. ~ VJhen spring in f6 tals Floats down like rain And children of the fertile Ground gather the green Blessing, magnanimous spirits Of earth, the elves, in pity Help as they can Good or evil, All in pain. ; You mos e airy circles weave this head, Perform your elfin healing .; touch the heart And calm its raging fever; forbid remorse, Draw out the bitter darts, and let him wake Clean of terror; let the past be past. ' ! . :. Night is measured by four silences; Fill all of them with service: First let him sleep pillowed on coolness; And the dew that bathes him bring from Lethe Quiet forgetfulness; and the cramped tendons Ease as he slumbers on to the dawning; Last is the noblest: let him awake And come again into the sacred light. • .'. , I . .. :·, ; Chorus \singly, then by pairs and groups ) alterm ting and together) : Se?'enade: When the iNind blows In the green fields , Twilight falls In perfumed veils; And his heart like a child Is rocked in peace, And the tired eyes close And the day's gold gates. Notturno: Now night has fallen, Star on star Holds the watches, Far and near; Waters mirror The sky's fire, And the moon sheds sleep On the world's floor. �5. :rviattutino: Reveil: ·· .. . : ' Quenc hed are tre hours Of grief and g lee; The heart is whole, Greet the new day. Hills and valleys Bush into shade And the ripe wheat works In ·waves like the sea. To gain your ·wishes Trust the light. Sleep is a chrysalis; Cast it off. All things yield To the great soul That knows its purpose And lays hold. . ···· (A terrible tumult announces the roming of the sun) ~ . •\ . • ..'.-'• Ears of spirits hear it, hear it. Thunder of daybreak and hec.:ring fear it: Storm of the hours, the earth's rim shattered, Jarring of rock gates and the ·wheels 1 clatter; Apollo 1 s day-bright wagon comes; Always in tumult light is born. It drums, it trumpets; deafened, blind, Spirits creep in flower-crowns; Unhearables should not be heard. Deeper , deeper, in leaves, in rocks; Close to your ears; the day breaksJ ' . - ·~ .~ . Faust: The pulse of life is quickened, stirred to greet The mild ethereal gray. And earth that was steadfast Through the long dark, breathes with awakened power, And clothes itself in ligj'.l t and us in air, And wakes as always longings in the heart, Soul-reachings for the goals and heights of being. The world is wrapped in the gray shimmer of dawn; The woods are full of voices, living songs; In the low places veils of mist are poured, That take the light of heaven and are pearl; And twigs and brancaes from the vaporous gorges Where they have slept unseen rise and aspire, All fresh_, all green; colors come from the gray, Vi he re leaf and f lov:er are- trembling with the dew; And Eden is a round me; a ll is bden. I lift my eyes to the hills. The hi@ est peaks, Already crovmed with light announce the coming. They drink the day before us, the gre a t brightnes s For which we lower creatures wait in longing. �6. ,, .; . •'\ It is always so . W hsnver restless longing Has found a basis for its high.8 st wish, And the portals of its promise are flung open, Then from the reach of thoss eternal vistas Break prodigies of flame; we st and confounded . We thought to kindle our life 1s torch a little; A sea of fire enfolds us, a fiery ocean. Is it love or hat e? It wraps us in its burning Incredible wcves of ec st a sy and wounding; And we are glad to t ake to the ea rth again To wear the shelter of some childish veil. · .· 1 · ··· : \': ...: . ·.;__:; ,·: . .. : : '. · .. . ~, r ;· .. :· '. .. . . ~. ,. ;. i .·; .,_:.,_ · · ~· j~ • ·. : ':' · And now the uplands and the last green pastures Receive th e glory; and step by step descending Down th e long sequence of the folded ranges, The pr es ence come s; it strikes, it strike s; and blinded, I turn away, my eyes pierce d with anguish. And so I turn my back upon the sun • The waterfall that roars down the rock chasm Now fill s th e orbit of my sight with wonder. Fr om fall to f al l it breaks in a thousand streams, Each broken in its turn to a thousand thousand, With spray blown in the air, cool fountains of spray~ At whose white _reak a nd crown_, vaulting the storm, A rainbo w shows and fades, a l ways reborn, The hovering spirit of th e do wnward shower . I see it now; it images our striving -Itself an iro.ag e , born of the sun and water: ~ve do not liv e in th e light but the broken color. �1. ' Thoughts on Pensees 206 The eternal silence of these infinite spaces frightens me. ., .. : ~. But thet silence is not complete; sizes the sound of man's own voice. - for it at least empha- 392 1 .. ~. '} .. ~··. ~ ~ ; ~ .. .. - I see in truth, that the same words are applied on the same occasions, and that every time two men see a body chonge its place, they both express their view of this same fact by the same word, both saying that it has moved • and from this conformity of applicetion we derive a strong conviction of a conformity of ideas. But this is not absolutely or finally convincing, though there is enough to support 8 bet on the affirmative • Pascal's mention of a bet in this passage is most revealing. It is e hint that he considers betting to have a greater and more general significance then bis famous application of the Wager. Betting is, in fact, the one great logic of the practical: it i s the mar r i a g e 0 f m8 them at i c a 1 an a int l) i t iv e th 0 ugh t ( 1.§..D..§ ~.§. 1-4). e ;_.. .:. :. /'' . : ~ ··' :-:..· ~·· , : There are three primary ch aracteristics of the bet. First, it involves an immediate decision, an action; second, some stake is dependent on that action; and third, the final disposition of the stnke is decided with utter certainty on whether the decision corresponds, not with wh a t may, might, or sho~ld be, but with what is. ~ t first blush we may seem to be saying no more than th s t decisions should be objective; which we all know anyhow, though we may not always give the fact proper consideration. It should be emphasized, then, thot the reason that Pascal uses the Wager, and the reason that we concern ourselves with betting in general, is thst r nder a bet a decision not only ..§h..Q.:!d 1 d be ob j e d t iv e , but _!DQ..§.i b e ob j e c t i v e . Men c o mm on 1 y at t empt to make truth correspond to their decisions; and if there is no reckoning, they may seem to be successful. If they enter into a bet, however, it is eminently clear th a t there wil} come a reckoning, and thAt they are likely to suffer a very real sub- �jective loss if they do not follow, ond immedi8tely, the most objective course of judgment~ Perhaps the best exomple of the sudden, objective necessity of a bet, contrasted with the rash statements more normal to our kind, is betting by childreno The activities of children are not(riously revealing of the affairs of men. L ."· ;' ...... ~ . . 11 . .' -~ 11 11 Y e s My fat he r i s e i g ht f e e t t a 11 • 11 No he ' s not • 11 he 1 11 He is. "No he's not, we can measure himo ' is too" Okay, and we could measure him, but he's at worke 11 nr' 11 bet you a 11 1 dollar he isn't, and we'll find out when he comes homeo" 11 11 don't want to beto Yah~ You're afraid because he isn't!" 11 . . .. . :.... ..;.. '· ~) .. ,l •• . ; If the stake is accepted, the first child must, in making a judgment, renounce everything but truth; and he knows, in the face of the sudden risk of a dollar, that his father is not even seven feet tallc The bet has instantly and expertly exposed the true situationo Now, as we have said, the minds of men a.re not always so clear. Some have asserted their father's height to be eight fEet for so long a time, without the impartial challenge of the bet, that it proves something of a shock to them when in the face of the bet, they find that they had better not accept it. Many, indeed will go on ari.a_ take the bet and never know what has happened t i l l they sre forced to 'pavn Unless, of course, their father works in a circus; which br'ings us to our next considerationo . :i . i \ 1 :· ~ I• I ' . .1 ' .·.r . ...~ . : l ". : ·~ ·~ .:.~ . . ~::. i ; ·. : . ~ .. : . ... ... ... . . . .:: l" ~· . ·.. ..! ' ... .~. ~·.~-·-~· ~ :. J ..:~ .:.~. . : .. ;... _-·.t .J !~~; ( ·i • •,J ·.• ' In order to bet properly, the judgment must decide the relative probability of the two possible resolutions of the beto Secondly, it must judge the relative values of the stake and what might be wono If the ratio of stake to possible winnings exceeds the ratio of probable loss to probable g ain, it is a good bet; i.f they are even, even; if the ratio falls short: a Tiad bet. This is a mathematical necessity. And so, · it is entirely possible to bet well by betting against a probable truth, and to bet badly by betting for it; unless truth itself is the stake. I \t . ~ · , · : :· r·· · C< .. . . .. '· ., . ·.. .J . .··r . . II .· :: i ... :" • . :.. :.\' . ,.i:' .J . .· · f. ' I -~ :: r ·, ·} ,·. I .:: ;..~ .,; . · rr • ·' .. · ,_i . i_ : .· . i ·:·: I ': . , ~. \ .,, : . .. . . ·. : i _; ,···. • l• : : . : """\ :.:....... .....:... . · • ..; . ,. ... - ,! { ··- - - ······ . . . ., 1.:.: .. ··, ... .. . ·. Someone may protest about here, that betting may be all very well, but it benefif s our judgment not at al!; since it is unadorned judgment that must determine the odds, and the volues of the stakes, and it is from these thst the necessities of the bet followo Certainly; but the first principles of mathematics must also be determined by the judgment alone, and yet there is a solid loftiness in, if you will excuse my example, Euclid I.47 that far surpasses anything that direct judgment could ever accomplish ~ An even closer analogue is formal logic " Th o ugh i t i s d o 1-l b t f u 1 th at th e s y 11 o g i s m it s e 1 f ha s e v er s o 1 v e d anytfiing, this is due mor e to the nature of its traditional subject matter than to any inborn ineffectualness; and most assuredly, the study of logic, and the habit of lo g ical analysis in thinking, are a tremend ou s a dvanta ge in the more academic endeavors~ The subject matt e r of the bet is not limitings however . Not only does the habit of analysis of practical questions �.. ,, . •, ... r .. . .! ' : ' . ... ·- . . . \.,- · II • • .~ -, t•:: . . 1 . :::. . ••. ·.cc -r : '. -. ·.: . . ~. " .J .. . '. : ~ ,, . ; ·f •' . . . ; ::i •. ~ ': . · . .. ,. ; -~ f .( . ' ,.;.. '. i 'j . ;. ._: • . ,.. ; r·1 ; ~" : ·- ; 'f ) , , ..f d -.. . , ·[ ~- J. ~. ,- ... .l ~ •• j : !. , . :.-· :1 • "·~ l ·; . · ' 1• :- • : ·-~ i ..... ~ :. ~. ' ! 'i " r·, . 'J ~··.) ·, ; 'j . . ~- ' \J : · 1: • \ 0 . i -:: l~t r ,· .i.. :_)' ' ' .i .. . .. .- .' r; ,.,;. " j· • ~. : . . ~· ') ~ ;. .) 1"; ( . . .· ·~ . ,..,. ~ . ·-·' · -~ · :·~r 1 -i -:. .L.~ .. ::; .. ,·: :· :'i.' . r~ ', ;• . .~· ..r.; : ;.1. :-:~ .- .. ·~ . .f. ~{, ·< ·~ I .... ': , .. - 'L ... \/ .~ . . ~.. r ·""'· ! i.' .·.-·, ) ' · 1 ·.•.: ';:': ··. . ' •' . .. ; ' '' .. 'f . . ~- , I"'\ ;: i" _. . . r~ ;' . .i ··: . '. / r. .:.. ·J . ,· :. .' . ' ~ · . :. } ~- .t .· . .: .i~"i .. . ' .·. •.i :',";. :·r: . . .. ·, .· "l• ~·Li'~.:· 'I• .. •"> :~: ' -··· .. .r .. :. :• \ i . . ·> .- .. .... .,. ..' . : I'" !. · - ; ,- ~f ,': •. ~ I ,~/ - ) :' . J ,,l , \ "·{ J: . . .. :; . •,f '·' J: r:-f i' '),' .' . \:'. . j ··~ The tiresome voice of dissenters may here be heard again; for we have only given examples where the use of the bet, though most helpful, is somewhat mean. Can it be applied to greater problems? How, for example, can it help us in the greatest of all: according to what principle are we to regulate our lives? Religious persons, as Pascal points out, cannot come under our consideration here, for their judgment is not their own. Atheists and agnostics can; so let us see which has made the better bet. Remember both want only to live by truth • " f . ~·; t') ...... , .) :T i.. r in terms of betting yield assurance and lucidity to judgment; but the bet itself offers solutions to a multitude of problems. It is, like logic, a desirable habit of thought; an intellectual virtue. Only it is of vastly greater importance than logic, for it concerns itself with practice. (Perhaps we overstep in making such sharp and separate delineations of logic and betting; for as W8 have said, betting is the great logic of the practical . There is an easily observable gap, however, between the usual applications of syllogisms and those of bets.) The efficient translation of available fact into probability of unavailable fact, is a habit which lends a wisdom far surpassing that of men who play the slot machines, drive automobiles, mishandle themselves in business, politics, war, and social relations, and don't know why they should go to church if they don't believe in God. Until we have acquired this virtue, we at least know that we had better go for advice to the bookie rather than the philosopher. . . . .: . ·r i· .J Agnostic to atheist: "How can you possibly say you don't belie\ie in God, when it is utterly beyond your earthly comprehension to know whether He exists or not, unless to know He does by revelation? Of the two positions, even if God does not exist, I can understand only that of the Christian; for he at least finds peace in what he asserts, even if he lacks knowledge. But you, you lack both, since you surely can find no peace in your position, and you can never have knowledge that it is correct. Utter folly. 11 Atheist replies: "On the contrary. We both want to live in accord with whatever truths govern the universe. We have sold our souls to truth. But you have forfeited soul, truth, and all; for although you know that one of two positions is true, you follow none. I admit I do not know that my opinion is a right one, but it is an opinion based on what I, in full consideration, consider the probability. I have taken my integrity and wagered it on a probability, and so I have some chance -- the best chance I can give myself -- of attaining what I most desire: that is, to re ~ ulate my existence according to the true being of the universe: what is. When I approach this by a probably right opinion -- for probably always means no ~ore than in my £9ns~~er~d opinion; there is, finally, no probability to truth -- if the opinion is incorrect, I lose my objective; but if, as is probable 7 it is right, why then everything is fulfilled, for right opinion is as true as knowledge. If I thought it more likely th e re was a God, why that is the course I would follow; but in either case, I subject all other inducements to truth. You; however, say that you have knowledge -- which certainly excels opinion that you do not know which opinion is correct; and that this knowledge governs your actions. CertainlyJ you do have this knowledge, as do I, and as knowledge it does excel opinion; but it is not knowledge of what the universe is, and cannot therefore govern your actions in the light of what it is. You are governed only by the fact that you do not know how you should govern yourself. While I, having examined the e vidence, live in the gratifying realization that my desire is probably, and in any case possibly, fulfilled; you have �,.· missed utterly your one chance to consummate the great d e sire -- harmony with the universal principle. You have foolishly given up your opportunity to wage r, because you could not be sure of winning. If you only knew clearly what the wager entails, you would see you have lost all." ... ' • ' ·. j \ ' The atheist has spoken, strangely enough, both at length: and truly. Any good philosophy concerns itself primarily with truth and action; truth for the sake of action. If there is to be a ction, and (as is always the case) there is yet no knowledge, why, the philosopher does much better to act on probable truth -~nd even for the agnostic, there will always be one opinion that is more probable than the rest, once he is made to realize he must wager. Even if the chance is fifty-one in one hundred, truth and action themselves are at stake, and will be forf e ited if the bet is refused; and the odds are in fact seldom ne a rly so fine. A fortiori the philosopher must choosef Thus probability becomes something like knowledge. That we must act makes opinion necessary; and its resulting usefu~ess in action is absolute justification of its assertion as truth, unc e rt a in though that assertion may be. i . '. ~ I - • • 233 The Wager of Pascal. · . ·..· ; Pascal reveals that philosophy itself is not a good bet. We have just been talking within her framework, and so have accepted truth as of a certain prime importance . But remember, a good bet is not necessarily on a probable truth; and so philosophy is unnaturally restricted. ·. = . ' .. 'l '': ! . rt. :· . . •,I 1 ,I ._ : · · .· ·: ·.,,. Pascal's Wager is widely vilified simply on the grounds that it is, indeed, a bet. This criticism seems to have no other source than a general moral disapprobation of betting; to speak of God in terms of a wager is mean, a blasphemous familiarity, and a reduction of His glory. Such wrinkling of intellectual noses has been responsible for occasional apologists, who say, in the accepted fashion of things, that Pascal did not mean at all what he said; and that he merely used the bet as a device, not seriously asserting it as a valid method of decision. These same critics, we conjecture, would not hesitate in the least to accept the more academic Thomistic examinations of God; or if not accept them, at least laud them as astute and unimpeachable failures. But how is PQscal's me thod mor ~ lly diff e rent? Both men simply use the r e ason; th e on e. th e or e tic a lly, th e other practically. We disagree with both critic and a pologist. Pasc a l meant wha t he said, and he used a method quite as r e spe ct a ble as the logic of metaphysics. His method was, in fact, greatly superior in affairs of practic e ; and wh a t is belief but a practice? The method is, we are willing to b 0 t, v a lid. Let us now go on to examine its application in Pasc a l's Wager. Fi r st let us consider the bet itself. Disr ega rding stakes for the moment, what does the bet conc e rn? As stated, it concerns belief or disbelief in God. Pascal adds qualifications later; for belief is not always to be had for the asking. If we wish to believe, and find we cannot, we can at least make a complete attempt, by attending the instruction of the church, taking mass, etc.; for the Wager is the only significant action of our lives, and must be fol l owed throu g h to the end~ Pascal's Wager, then, is not a basis for actual belief in God, but for an attempt at belief. The real bet is whether we are to try - · to try unceasingly, and with all our efforts -- �to believe in God. Pascal asserts, with sound reason, that such an attempt will always prove successful. . -· ·J ' '· '.) _;_ .:.: (.; : ' •. 0 ;j 8 .. ' . .- t .• I· ..J •. j .. Death, which threatens us every moment, must infallibly place us within a few years under the dreadful necessity of being for ever either annihilated or unhappy • • • • Let us reflect on this, and then say whether it is not beyond doubt that there is no good in this life but in the hope of another. . ~- . . : ... '. It is with the stakes that Pascal would make that attempt mandatory. If we do not have knowledge that God does not exist -- and we do not - then no matter how likely we consider His non-existence, Pascal will overwhelm us with the stakes, and bring us to the church. Much of the discussion, which eventually is to lead to our submersion, is about death; and it is frightening talk. We must not, however, allow Pascal to lead us into the illusion that death is itself one of the stakes. He says in 194: . Pascal here and elsewhere implicitly identifies death and eternal damnation as being, if not identical, anyhow equal in value; and hence equal in terms of wagering. It is just . this identification that lends Pascal his greatest psychological impact, if we let it. We may be led to think that if God is, we are presented a possibility of either eternal salvation, or a fate as bad as death -- damnation. Our looming fear of death will then frighten us promptly into the arms of the church. But damnation is not the same as death. The difference between eternal salvation and eternal damnation contains the whole force of the Wager; and. it is not a subtle difference. But it is pink on rosy pink compared with the lightless prospect of annihilation -- especially as presented by Pascal. And the likelihood of annihilation, we cannot overemphasize, is in no way whatsoever affected by Pascal's Wager. No matter how we wager, or if we wager at all: if there is not a God, annihilation for all; if there is, death for none. L ,-. L . f' . t (. .l "· '·'" • i . :1. • ' . · .! . , ·! ·' ,1 L'·. . . .r. ~ .r· But while Pascal has not been able to sneak the psychological value of damnation by us on the coat-tails of death, the more ration~l aspects of the Wager remain. First, Pascal insists that we must bet. The infamously unoptional fact of birth begins the chain of necessity, and in a new role, the meat-axe of an1~ihilation ends it. It is widely recognized that human death reduces all human values to the finest ash. Then our only hope is in God. But if God is, then our eternal s a lvation or damnation depends on whether we believe in Him or not. Since nothing concerns us anyhow unless He is, we have everything to gain by trying utterly to believe in Him, and nothing to lose. The odds themselves bring on the necessity of the Wager. Only a madman or a blind fool would refuse to bet when, due to death, he has nothing whatsoever to lose; especially since he can take no other significant action during life. In the first wash of the tidal wave of this argument, we can only repeat the words of Blake: "The eye sees more than the heart knows." Or from another aspect, Pascal himself: "The heart has its reasons, which reason does not know." We can no more than gasp out that the heart leads the mind, or at least does not let the mind lead it; and that the only good existentialists are dead ones; and that since man lives by the heart, and it is only the mind that continuously fears, then the heart, and the man, need not make the deadening Wager. But though this outburst satisfies the heart, for the mind it is all too easily submerged. And we find, in our calmer moments, that Pascal himself hns sug g ested an alternative much closer �·. : .:. t· ,· . 11 This to probability : (Wager) is demonstrable; and if men are capable of anY truths , this is one. 11 We have met demonstr a ble truths before, and yet would have bet unhesitatingly against many of them. And with time, we find that, even on t.he basis of reason, we may reject Pascal's Wager. Pascal is much t.eo q uick to assert that the possibilities he names are the only ones. He must show us why we might not just as well put our hope on a natural soul; or an all-forgiving God, who pardons unbelievers, or perhaps even punishes those who have believed with insufficient reason; or even abandon hope to hope on hope itself . The Romans, Paul noted, had an altar to the unknown god. It is si ~ilarly unclear what the alternatives to annihilation might b e ; a nd in his a ttempt to establish the pre-eminence of the Christian religion, or even religion at all, among the unknown alternatives, we might bet Pascal has finally sunk from view forever in his own flood. , 1 David Jones .; ... - 1 • ,•: ;, . · • • .~- ·.. ~ -·. :: . . ' ' ! �A Descent Into The Maelstrom It is a simple fact that St. John's College does not exist to train Professional actors, directors, stage technicians, and other practitioners of the dramatic arts. Nevertheless, any given production, whether it be by students of the liberal arts in Annapolis or by the professionals of the New York stag e , must, because it is presented without excuse for public consumption, be judged without excuse on its merits as a production. In this light, about all one can say of the recent offering of the King William Players is that the music was lovely . It seemed that this time, at long last and after more or less public political and artistic troubles, the KWP was attempting something that it could reasonably be expected to execute with some degree of success. None of the problems of elaborate production, large casts, and difficult and demanding roles that have plagued the KWP in the past seemed to be present here. And yet Don Juan in Hell, for all its simplicity, failed much mor e completely - - indee~lmos~tally -- than some of the spectacles of other years. I think the reasons are much more fundamental than the usual e x c u s ec of little time and less talent. The prime trouble seemed to be that Mr. Settle , who directed, apparently could not quite make up his mind whether to present just a reading of a full-fledged play. The result was that, although for the most part his actors were seated on stools and reading from scripts, at times -- often , most disconcerting times - - they would emerge from thei r cocoons and come forth as actors, speaking rather than reading, postu~ ing and gesturing as though they had been doing this all along . The audience , who, as the players read, were forced to provide all the usual ex ternals of the stage from their own imaginations, were suddenly called upon to fo r sake those pictures of Hell itself, Don Juan, the Old Lady, the Statue, and the Devil that they had laboriously conjured forth with the aid of Shaw 1 s words and forced to pay attention to the same pictures suddenly visually presented, as fruits of Mr . Settle ' s imagination. Neither method is wrong) and either demand is a valid one for the director to make of his audience, but to make them both , to constantly force his watchers to swing from one · form of aesthetic appreciation to another, can only result in confusion and failure. The actors were little more successful in their efforts than Mr . S e ttl e was in his. Mr. Griffin, bringing at times some real life and humor to the play and displaying, if nothing else, gusto, seemed to find it nece s sary to telegraph every truly funny or dramatic line well in advanc e 1 and delive ~ed some of the m so heavily that their effect was totally lost. I in vite his attent~on to the recording of the New York production, that he may s ee tha ~ underplaying can be a very potent dramatic weapon indeed . Mr. Dews an d Miss Hetkin were more or less adequate as the Statue and the Young Wo man o Mr . Tilles, especially in the second act, was most effective, I think be ca u s e �he was called upon to perambulate less than the others and was thus permitted to build an illusion by means of his voice alone. Miss Hsu appeared briefly in the beginning of the evening, and I in all honesty can only say that I noted her presence. Miss Schloss narrated, and did what she was called upon to do with no visible embarassment • . _ ' j ... .r - . '•,I ~ i: .f . ,. :" : . .. '·· . .. ·'··-· ' '::· .! · '!·. 1' .i .' .-. ·• ·,· ... •I ·- '.·. .... ,' ·.: ·· '· · . ·! :.· .. ·. · • ':.' .l ·, . i .. -~ •• .: f - ~~:.r' ' '. · ' ; ·. : ~ I • ' ' . _,: .: ,·· ·.r · ... •• ••• ( The technical problems of the KWP are much too well known to be dwelt on here. Some interesting lighting effects were obtained at the cost of many strange noises from the upper regions, and really seemed to do nothing except provide some contrasts of color on the stage. The sound effects, done by Messers. Alexander and Ronquist were in excellent taste, and extremely well done • The production was an interesting experiment, and, I hope, will not discourage others in the notably tradition-bound Players. And, bad as it was, at least we had a play this year - - for that, if nothing more, I think we owe Mr. Settle and his companions a warm round of applause. {. _ •·.•:'. · - ... ·. ~ ~} . . ---- .. . } .'. . .~ . . t __ ... ... ·· ..·. ·..:.:·. .. · . . ···-- --· - ~. : . . _.;, E. H. Mini :.) . ' i .·. · : . ~-. ·~ ._ . '. · '."· :.: .· . .. .• _:_ ·_,· :_;_' '" . . ,; . . . . (' ·. ': .: '!: .: ~I ,! . .. .. �- :1 ' !•' 1 ~ • • : . • · ... . · .... ..... • • .:; I ... Our sullen voyages run aground, ' · ·: ... As wine spilled from the bleeding urn, ·; ·· . :.; . .. : - :.:· ·· · . r Upon the rocks , the barren heart, ' . · ,-; ;, r. · .-,;- : ~ ~ : . .... ', / The seed sown in a stony ground. . .. •,·· --:· ; -··::.·: :-.-_ ·:·? . !. . . : ,1 · " ~ -.' ~ . • ..· As children with their games of joy ....~ Spin onward in relentless course, " Uur hearts, it's solid form accrues Those glacial laye rs of polar light . Our world when young took joyous sail, Imagination like a sparkling stone Set flame to images of faith. But now the seas of innocence are run, The ashes in the quiet vessel Smoulder once or twice and perish. -- by Joel He rman • �Un Going to W -- by Joel Herman ar Only the storms I but vaquely acknowledge, The hearts in hungry words In blasphemous di scontent . ; ;· I must leave This country of green sounds And exquisitely Disturbed f eelings, And go to J. . The land of malfo rtune W here impunity ;: ;.. Is only air And hunger seeks The breasts of blood . . . ·- , I heard only '•,. , . The testimony of guns at my trial, .' ~ :' ·.I ' ; And ttB chai ns 'I That held me made noises like death • • f• '.,, ' I ~ /. ,'. �Child's Death at Birth -- by Joel Herman Night springs from the curving arc, The formless flesh of child is born. Luxurious breasts of swollen love Transfigure the forgotten thorn. Love encircles even Death Though Death configures love 1 s delight. Passion, envy, lovely child Confounded in the bitter night. The pitiless eye of circumstance Devouring a mother's tear; The scowling wind, the bleeding moon, The indifferent hand upon the thigh Make secret council to expire . ! ,·. I I That lovely bursting out of flame. �Hobbes -- by T. Yoon .: · .... . The universe being a vast absurdity, i ~ Deafening, dis cord.ant sound, . I cannot not close my eyes. Credo quia absurdum est. My last appetite moves Toward His domain smoothly. :.I · . . . Heavy appetite would have fallen, .:.. l Because of gravity. · ; · ..:, . 0 altitudo! . I ...:::J I I �\vhere ate you goL1g) my fair butterfly? You leave me unhappy shadow. Though my black Night was intolerable) you'll find no place brighter. Your diligent efforts discovered lack Of lighS i n me? You entered this darkness, Exploring ~"'as before you. ii ! : . · ·.\ . Vast flow :i:ree frc·.m all conscious. Pass the pathless flowl ·· · : .. You svrim through the Jubilee cannot be missed. Though you disdain my dark,, a moon: s glory shines .: -· · · Upon my luckless night. - .. : ~ A moon still bright . .... . .· , I look for you,, I endeavor; you leave Me unhappy shado·N. , I I I �The Thief of Youth -- by T. Yoon - -· • . ) The thief of youth has stolen . - J • • My dream of spring in its calm, '. Scorned my being fruitless. i ; ~ -.: -' . Time urges, "On! 11 But my fruits aren't ripe; Are my deeds far from His will? Space too is a fleeting thing. '. For my talent is bound by Him, And cannot not lose . .. .:· I ( • l. . _: ~ ·. ' Let time be slow and postpone, and yet My late fruit follows it not. bndeavored, my effort useless, too. Youth -- less fruits with it -has compelled to jump ahead again. Please forgive me, my mother. �Nightbeach -- by Jerry Costello · ··t.:. : . I Light lingers, yet night is met : ! . . ' . . In fingers flying an icy night; · .!· · 1 : ' : Sparse grass crying ... windspice. Great engulfing spay seamed chasm • ' . ) ..:. . •, I Inhaling spasm, it gulps of spasm; Gleaming grasstems reel. Bristling peers this vented crock And I amok to clutch and shred the vestment of black, . .) .i . · • . Dreading paltry lack of r each) falter and turn back, ; '· i Then weep, praying light 1/lrill bring you ... �~ -: _.\. .· . .· : .. ..... .. .-..... ~ ·~ .. The Key -- by Henry Braun .L.' Fetters of steel were never forged So strong that they could bind A secret deep in safety from The onslaught of the Mind. ,. , . \ • '' .-.· · .. ' ;- · :· . .··; .. . ~ f . ; '·' !" . :I .: i; ' I.' • ...,., '··' .. ... : Yet chains from artful Nature's forge Have bound the Truths in dark Shrines shrouded so to indicate Thct man has missed the mark . But keys th ere are to all thatls locked; As in all else, in this. The Key will ope the Chamber where Dark Death s wee t Life doth kiss. : · ....... ! · r .. . ",; .. .·· l · :-~ . . : \·--~- ·..: W ell-guarded is the Treasure-house, W ell-guarded is the Key · That lies within the veiled pale Awaiting you and me. Loosen the power of Intellect To search, disrobe and pry In Self 1 s dark cypt, sight-source unto Unfailing Mind 1 s keen eye. For this is All and All is this No more can mortal know -Man is a Lock, M ind is th e Key, The Treasure is the Soul. �. . '· ~·. ' A Natural Tree, To Be Sat In ·..J..~; ·. •'\ _., .··. ..:r. .~'. Stretch up the sinews of your hands, And grasp the bough; .~ •"f ' . . Shout the convulsive, flickering commands .. '"1 . ; To calves and thighs And back and arm, from unremembered lives A million times reborn: -~ . , : , ! ; · ... Pull up, suspend ! Feel the sure bend 1 .·. .~ ' ·. ; .' ·-- Of slick green muscle biled with amb e r sap . ~- :c<" Replying, thew to unfamiliar thew. And there, far out, ... ~.' . ·t ·. . Thick, in the small dark leaves that hang, ','• :> :- .. . '·· ~ .. Listen, with the ear that owns a mind, . l : Hear the tree murmur: .. .~ Brother? Brother, I am blind • .· r David Jones �Moonlight . Yellow paint on still streets. My feet, brittle as bri cks, Ring like s tars falling. Light from sleeping house s Loud on the sidewalks. .'\ ; No sound . . '. · :: . . ; '·-· .. . I should be sleeping novr. But there are more important things to do. I cannot dr eam of starlight. The moon does not shine on stormy seas . And I JIB.1st make the most of calm to see • . •.1 ! .~ ·; This town sleeps well, and I walk among its dreams Soft-fatted, not to walrnn but to share And be gone by morning" .i; .i.. . ·- , .. .· ' ·..:' .. .. - ~ '· :; : . -:· -' ' ! ·. Few come to v.ratch t he davm. Al l things 1N2l-ce in th.:~ndo rclapping day And walk U1 eir time on earth in sunlight. Not I. I take my pleasure unobserved . Intruder in the sleepiD.g country " .. Homer, dweller in darkness, would not approve. The night is an end to question, so question not my walking. The day is an end to singing, so question not my song. For the night is warm as a woman 1 s arms, 1 Stars are bright like a woman s eyes, Moons will glow like the dying fire And I am one with darkness, The light will drive me far from shadows . No reminders needed now of weakness, Walking being only for the strong. Still to'il\m, dream your ancient dreams in silence, Forget me, Sleep. �. I. The Lover -- by Jack de Raat .~ .. '. . ...-. The lover leaves his tale untold, That many a lass he migti t enfold With arms entwining, hands caressing, Lips upon her cheek impressing : ·..>.. her with constancy he woos; But 'lows no soul to know he sues For many loves he Is rad and has · .1 -. ·. ' ~ .• ..... . . . · and sha 11 as we 11, But never could if he would tell. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication.<br /><br />Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 55 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Collegian 1958, January Title A name given to the resource Collegian, January 1958 Date A point or period of time associated with an event in the lifecycle of the resource 1958-01 Description An account of the resource Vol I, No II of the Collegian. Published in May 1952. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf The Collegian